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COPYRIGHT DEPOSIT. 



MODERN METHODS 
IN SUNDAY-SCHOOL WORK 



&wtba}j-l£df00l Work 

THE NEW EVANGELISM 



BY 



Rev. George Whitefield Mead, Ph.D, 

Author of 
" Modern Methods in Church Work" 



"Jehovah of hosts is wonderful in 
counsel, and excellent in that sort 
of wisdom which causes things 
to succeed." — Isaiah. 




New York 

1903 



>s 



urns 1 






It 1 1 L 



Copyright, 1903, 
By Dodd, Mead and Company. 



BURR PRINTING HOUSE, 
NEW YORK. 






Befcicatefc 

To those Leaders of Christian Thought and Work 

whose Kindly Contribution of Information 

has made possible this publication. 



PREFACE 

Explanatory. The genesis of this book was my 
desire for the improvement of the Sunday-schools under 
my immediate care. As a pastor, I found myself pitifully 
inadequate to meet the requirements of Sunday-school 
work. It had been my privilege but a few years ago to 
study in a representative theological seminary, where I 
covered the full courses of "catechetics," "pastoral theol- 
ogy," etc., yet the training of this representative institu- 
tion did not "train" relative to the principles, problems, 
needs and growing demands of this foundation work of 
the Church, the Bible-school. In parish work, therefore, 
I found myself in the growing years unequipped, and 
face to face with the awful alternative that the Sunday- 
school must be improved or suffer the loss — as the Church 
at large, for the most part, has suffered for years — of 
scores of youth. I raised the question, "What can I do?" 
For suggestion I consulted every known publication on 
Sunday-school work and methods. These books say many 
excellent things and can be read with profit, but I found 
too much of theory, abstract reasoning, and presentation 
of thought from the view-point of one man for the meet- 
ing of practical need. I, therefore, sought through per- 
sonal visitation and correspondence to learn from the most 
experienced and successful Sunday-school workers who 
are now actually in the field and who are doing things, — 
I sought to learn from them the full descriptions of their 
actual working methods. A generous response gave a 
wealth of information. Successful workers of all de- 
nominations placed before me the improved methods 

v 



PREFACE 

which are giving such large results in their own work, — 
methods which have been reached by many of these work- 
ers only after years of experience, experiment and conse- 
crated toil. The purpose of this volume, therefore, is to 
set forth these improved methods which are giving such 
large and inspiring results in the more successful Sun- 
day-schools of to-day, together with their underlying 
principles in the light of the new educational ideals. With 
such purpose in a book, the author's part is, indeed, a 
humble part ; but even so, a book must represent a hitherto 
uncovered field if its publication is to have justification. 
I present this volume, therefore, in the belief that it is 
the first book of its kind collecting from the current life 
and progressive work of modern Sunday-schools their 
own account of their administrative methods, carefully 
collating, presenting and explaining the essential details 
of their various successful plans; giving facts and sug- 
gestions of the best methods of the best workers of the 
several denominations suited to the work of the smaller, 
as well as of the larger, Sunday-schools; and making a 
special feature of the work the reproduction of the printed 
matter used in the work of progressive schools, such as 
honor rolls, profile and star charts, certificates, diplomas, 
bulletins, tokens, cards of merit, letters to teachers and 
pupils, report cards, blank forms, invitations and other 
valuable aids as in actual use in the parish agencies. It 
is the regret of both author and publishers that this latter 
feature of the work has added materially to the cost of the 
book. Of course, it is not my belief that any one school 
can use all the methods herein outlined, but that schools 
can select from these methods that have been successful 
with others and adapt them to, and many times improve 
upon them for, their own use. The actual results of the 
improved methods, as told on the following pages, make 
an inspiring story; and one cannot read of these doings 

vi 



PREFACE 

in the Kingdom without feeling a new and mighty inspi- 
ration, and that God is, indeed, with His people ! When 
many are telling us of what ought to be, it is encouraging 
to learn of what has actually begun to be. 

While I have endeavored to make this work compre- 
hensive and somewhat encyclopaedic, at the same time 
avoiding pedagogical and other technical terms, and with 
such direct information as will enable Sunday-school 
workers to do things, and yet better things, I am conscious 
of limitations. But I can make no apology. The book has 
been prepared amid the cares of a busy pastorate ; but the 
task, though arduous, has been a pleasure. Amid the bur- 
dens of parish work I have found rest and refreshment in 
burning to and pondering on the letters of Sunday-school 
workers, who have become to me living friends. And as I 
have studied their work, and, again, written of the "su- 
perintendent," "the teacher," "the pastor," "our pu- 
pils" and "our problems," I have felt our fellowship, our 
common faith, the sweep of our purpose, the oneness of 
it and the majesty of it, and I have risen from my com- 
munion the stronger for life's battles, and, I trust, the 
better also, and with larger and yet larger faith in the 
glorious coming of the Kingdom of our God ! 

Acknowledgment. I desire to acknowledge the gen- 
erous kindness of, and to express my indebtedness to, 
those Sunday-school workers who have made this book 
possible through kindly giving me information relative 
to the work and methods of their Sunday-schools. 
Though some schools are not mentioned for want of space, 
the review of their work has been an aid and inspiration in 
the preparation of this volume. In addition to those 
whose names appear in the text of the book, I am in- 
debted for information to 

Mr. John E. Myer, Auburn, N. Y. ; Miss Pauline Wurs- 
ter, Ann Arbor, Mich. ; Mr. John Rose, Aurora, 111. ; Mr. 

vii 



PREFACE 

J. H. Tucker, Asheville, N. C. ; Mr. Charles G. Goodrich, 
Augusta, Ga. ; Mr. Irwin B. Shelling and Mr. Edward J. 
Rapp, Allentown, Pa.; Mr. W. H. Wood, Burlington, 
Vt; Mr. J. Howard Field and E. E. Goodwin, M.D., 
Brockton, Mass.; Mr. E. F. Arthurs, Baltimore, Md. ; 
Mr. George S. Hawley, Bridgeport, Conn. ; Mr. Walter 
A. Gilbert, Brattleboro, Vt. ; Mr. F. B. Denio, Bangor, 
Me. ; Mr. Horace E. Neal, Boise, Idaho ; Mr. Frank A. 
Home, Mr. Stephen P. Sturgis, Mr. J. Fred Wright, 
Mr. Charles F. Abbott, Mr. W. B. O'Connor, Mr. W. W. 
Patrick, Mr. J. Lynn Eddy, Brooklyn, N. Y. ; Rev. 
Scott F. Hershey, Ph.D., LL.D., Boston; Mr. William 
H. Porter, Mr. O. W. Crowell, Concord, N. H. ; 
Mr. Homer J. Miller, Canton, Ohio; Mr. John 
W. Young, Dr. E. T. Duke, Cumberland, Md. ; Mr. J. W. 
Keese, Mr. Benjamin L. Webb, Cortland, N. Y. ; George 
J. Fisher, M.D., Cincinnati, Ohio ; Mr. J. B. Spillman, 
Mr. Robert King, Columbia, S. C. ; Mr. George E. Keith, 
Campello, Mass. ; Mr. C. N. Bentley, Chelsea, Mass. ; Mr. 
George A. Estabrook, Clinton, Mass. ; Mr. Fred S. 
Tucker, Colorado Springs, Col. ; Mr. S. P. Fenn, Mr. 
L. H. Severance, Cleveland, Ohio ; Mr. E. E. Northway, 
Mr. George C. Lazear, Chicago, 111. ; Mr. B. M. Harger, 
Dr. C. J. Peterson, Dubuque, Iowa; Mr. J. J. Williams, 
Dayton, Ohio; Mr. David Shelhart, Danville, Pa.; Mr. 
Andrew H. Mills, Mr. R. C. Augustine, Mr. E. A. 
Gastman, Decatur, 111. ; James Polk Willard, M.D., 
Denver, Col ; Mr. Eben Lea, Rev. W. T. Tap- 
scott, Erie, Pa.; Mr. F. H. Lehr, Easton, Pa.; Mr. 
James R. T. McCarroll, East Orange, N. J. ; Mr. H. B. 
Wheelock, Evanston, 111. ; Mr. J. Clarence Read, Mr. 
Clinton V. S. Remington, Fall River, Mass. ; Rev. W. O. 
Conrad, Fitchburg, Mass. ; Mr. J. R. Carpenter, Grand 
Rapids, Mich.; E. D. Chase, M.D., Galveston, Tex.; 
Mr. E. M. Curtis, Glens Falls, N. Y. ; Mr. Louis Wag- 

viii 



PREFACE 

tier, German town, Pa. ; Mr. Harry R. Davis, Haverhill, 
Mass.; Mr. Charles A. Chase, Holyoke, Mass.; Mrs. 
Martha S. Mead, Jamestown, N. Y. ; Mr. W. J. Fulton, 
Mr. D. W. Young, Jr., Keokuk, Iowa; Rev. George F. 
Kenngott, Mr. Louis Alexander, Mr. C. H. Holgate, 
Lowell, Mass. ; Rev. Henry H. Sweets, Louisville, Ky. ; 
Mr. Adam Saylor, Mr. C. R. Lantz, Lebanon, Pa. ; Mr. 
Walter A. Heinitsh, Mr. John N. Hetrick, Lancaster, 
Pa.; Captain A. C. Banner, Mobile, Ala.; Mr. E. W. 
Poore, Manchester, N. H. ; Mr. Emmett C. Baxter, Mans- 
field, Ohio ; Rev. Thomas F. Davies, Jr., Norwich, Conn. ; 
Mr. J. R. Westerfield, New Orleans, La. ; Mr. Erastus 
Benjamin, Newburg, N. Y. ; Mr. Ira D. Shaw, Wendell C. 
Phillips, M.D., Mr. William P. Uhler, Mr. H. L. Craw- 
ford, Mr. Charles H. Sears, New York City ; Miss Carrie 
C. Barker, Nashua, N. H. ; Rev. Ernest J. Dennen, New- 
port, R. I.; W. A. Johnston, M.D., D.D.S., Peoria, 
111.; Mr. Edmund P. Piatt, Poughkeepsie, N. Y. ; Mr. 

F. W. Tunnell, Mr. Ernest Leigh Tustin, Miss A. S. 
Harlow, Mr. Charles Gallaudet Trumbull, Philadelphia, 
Pa.; Mrs. G. H. Batchelor, Mrs. J. A. Powlison, Miss 
Edith Cairns, Mr. G. E. Hall, Plainfield, N. J.; Rev. 

G. B. F. Hallock, D.D., Rochester, N. Y. ; Mr. I. M. 
Warren, Roanoke, Va. ; Mr. Thomas Weir, Mr. John T. 
Axton, Salt Lake City, Utah; Mr. J. W. Sault, St. 
Johnsbury, Vt. ; Rev. S. H. Woodrow, Springfield, 
Mass. ; Mr. E. C. Warriner, Saginaw, Mich. ; Mr. Wil- 
liam B. Wylie, Rev. Charles Stelzle, St. Louis, Mo.; 
Mr. A. A. Macurda, San Francisco, Cal. ; Hon. Melvin 
L. Milligan, Springfield, Ohio ; Mr. F. M. Guion, Seattle, 
Wash. ; Mr. Joseph H. Wright, Trenton, N. J. ; Mr. Frank 
J. Brown, Topeka, Kan. ; Mr. F. H. Boughton, Mr. George 
F. Wells, Mr. Leslie C. Lawrance, Mr. F. A. Starr, To- 
ledo, Ohio; Mr. Henry H. Wells, Wilkesbarre, Pa.; 
Mr. Miles M. Shand, Washington, D. C. ; Mr. W. K. 

ix 



PREFACE 

Crosby, Wilmington, Del. ; Mr. Isadore Fulton, Wheeling, 
W. Va. ; Mr. John G. Reading, Williamsport, Pa.; Mr. 
A. D. McClure, Mr. W. B. Cooper, Wilmington, N. C. ; 
Mr. D. L. Smith, Waterbury, Conn. ; Mr. J. R. Vaughan, 
Waterloo, Iowa; Mr. W. B. Jenkins, Youngstown, Ohio; 
Mr. M. B. Gibson, Mr. W. S. Bond, York, Pa. 

For varied favors I express my obligation to Secre- 
tary Fred S. Goodman, Professor Charles P. Fagnani, 
D.D., Professor Thomas S. Hastings, D.D., LL.D., and 
Mr. William R. Utley, New York City; Professor W. 
Brenton Greene, Jr., D.D., Princeton, N. J. ; President G. 
Stanley Hall, LL.D., Worcester, Mass. ; Rev. William 
James Mutch, Ph.D., New Haven, Conn. ; Secretary C. T. 
Holm, Middleboro, Mass. ; Rev. J. N. Nutting, Howard, 
R. I.; Rev. J. R. Miller, D.D., Philadelphia; Rev. John 
L. Keedy, Lysander, N. Y. ; Miss Jenny Mackie, Newport, 
R. I. ; Mrs. M. P. Higgins, Worcester, Mass. ; and Rev. 
F. G. Cressy, Chicago, 111. 

I, too, am indebted to those Young Men's Christian As- 
sociation secretaries who kindly aided me with certain ad- 
dresses, and to those publishing houses which courteously 
placed before me some of their valued publications. I 
have also to make grateful acknowledgment of the kindly 
assistance of Miss Margaret Y. Murray in the arrange- 
ment of certain material, and in some helpful criticisms 
and suggestions. For all kindnesses I can but again hum- 
bly express my thanks, and record my sense of gratitude 
and obligation. G. W. M. 

Newport, R. I., October, 1903. 



CONTENTS 



CHAPTER PAGE 

Preface, v 

Salutation, xxiii 

I. The New Evangelism and the Revival of the 

Teaching Function of the Church. i 

I. We are now in the midst of one of the greatest religious 
revivals ever known. i. This declaration counter to the 
general impression. 2. The new revival two-fold: revival 
of personal work and of the teaching function of the 
Church within local congregations. 3. Evidences of and 
gain of. II. Why speak of a revival of the teach- 
ing function of the Church? 1. Duty of, lost sight of 
these many years. 2. The place of "teaching" in the Holy 
Scriptures, and in the history of the Church. (1) The 
prominence of teaching, or of the Sabbath-school, in early 
Jewish traditions. (2) The prominence of the Sabbath- 
school in the Old Testament. (3) The prominence of the 
Sabbath-school according to contemporaneous history. (4) 
The prominence of the Sunday-school in the teaching of the 
New Testament. (5) The prominence of the Sunday-school 
in the early centuries of the Christian era. 3. Loss of 
the school idea as the Church grew worldly and formal. 4. 
Revival of the school idea in the Reformation and under 
Robert Raikes. 5. Our need of, and hope in, the present 
revival of the teaching function of the Church. 

II. The Strategic Work of the Church, ... 15 

a. Magnitude of Church work. I. The Church's criminal neg- 
lect of teaching and training children, a. Breadth of 
church work; wherein it has failed. b. Non-church-goers 
are largely Protestants, c. The secret of the power of the 
Roman Catholic Church over her people. d. The Society 
of Jesus arresting the Reformation by training the chil- 
dren of combatants, e. Early recognition of the value of 
child training by the Jesuits. f. Visible neglect of youth 
by Church of to-day. II. Reasons why Church should 
instruct and care for youth. i. Future of Church requires 
it. 2. Saving of youth requires it. 3. Vigor of opposing 
forces. 4. Overwhelming social distractions. 5. Youth do 
not know how to care or choose for themselves. III. Prac- 
tical resultant principles. 

xi 



CONTENTS 

CHAPTER PAGE 

III. The Graded School and Outlines of Study, Sup- 

plemental Lessons, and How to Organize a 
Graded School, 24 

a. Inspiring results of graded schools, b. Definition of a graded 
school, c. Advantages of system. I. Outlines of Bible 
courses and Supplemental Lessons. i. Graded supple- 
mental courses with International Lessons. 2. Unique 
graded course for study of doctrines, requirements of 
Church, and principles of Bible study of the Church of the 
Messiah, Brooklyn. 3. Bible study Union Course. II. 
Miscellaneous requirements of graded schools. III. Mis- 
cellaneous suggestions in operating the graded school. IV. 
Graded examinctions, plan of, etc. V. How to organize 
a graded school. 

IV. The Cradle Roll, Kindergarten or Beginners' 

Class, and the Primary Department, . . 47 

a. Foundation work. b. The problem of Christianity is here 
solved. I. Cradle Roll. 1. Enrolment. 2. Usual meth- 
ods of recognizing the membership of the baby. 3. 
"Guardian Angel." 4. Mite-box for the babies. 5. A cradle 
for enrolment cards. II. Kindergarten. 1. Place of in 
Sunday-school. 2. Time of. 3. Teacher, suggestions for 
preparation and methods of. 4. Suggestive exercises, and 
a pen picture of a working Kindergarten. III. Primary 
Department. Practical plans for class work. 1. Need of 
definite programme. 2. Order of exercises, (a) Object of 
these exercises. (&) Specimen programme, (c) Need of 
varying programme, (d) Memorizing verses, (e) Sug- 
gested helps. 3. Subject matter of lessons. 4. Method of 
teaching. 5. Encouraging little ones to learn text and les- 
son, a. Rewards. b. Reports. 6. Special programmes 
and invitations. 7. Offerings, a. Need of teaching the pur- 
pose of. b. Use of envelopes. c. Keeping "object" of the 
giving before the children. d. Songs and prayers at the 
time of the birthday offering. 8. Acquaintance with, and 
use of, methods used in other departments. 9. Suggested 
helpful books. 

V. Adult, Young Men's, and Young Women's Bible 

Classes, 65 

a. Need of adult classes. b. Success of adult classes. I. Ways 
of enlisting and holding adults in Bible study. a. Courses 
of study must be suited to age and capacity of adults, b. 
Possible courses of study. (1) Courses of study of Bible 
Study Publishing Company. (2) Courses of study by Amer- 
ican Institute of Sacred Literature. (3) Miscellaneous 
courses, and courses of the International Committee of the 
Y. M. C. A. for boys and men. c. Best methods of class 

xii 



CONTENTS 

CHAPTER PAGE 

administration. II. Young men's Bible classes. a. A 
hopeful work. b. Ways of holding boys and young men, 
a new movement, Baraca classes, etc. III. Young women's 
Bible classes. a. Methods of. b. A new movement: the 
Philathea classes. 

VI. Systems of Marking and of Promotion, Graduat- 
ing Exercises, Certificates and Diplomas, . 81 



VII. Opening and Closing Exercises, and Order 

of Services, 91 

a. The principles underlying this work. b. Essential features of 
and plans for. I. Opening exercises, aids and features of. 
II. Closing exercises. a. Time of deepening impressions. 
b. Suggestive plans. c. Teaching from the superin- 
tendent's desk, when wise and when otherwise. III. Se- 
curing and holding attention. a. The personality and 
examples of teachers and officers. b. Promptness as a fac- 
tor, c. Insisting on quiet. d. The persuasive force of a 
"silent" superintendent. e. Doing away with the bell. 

IV. Order of services, meaning and special provision of. 

V. The general services subservient to the teaching and 
inculcating of the lesson. 

VIII. Ways of Awakening and Maintaining Interest 

in Bible Study, 102 

a. The Bible, increasing interest in, and the need of man. i. 
Letters # to parents from the Sunday-school. 2. Use of the 
Bible in the school, a. The Bible instead of the lesson 
quarterly, b. Scholars to bring their own Bibles. (1) 
Call for a show of Bibles. (2) Made part of require- 
ments for standing, percentage, banner classes, etc. c. Find- 
ing places in the Bible for reading, etc. d. Home study 
slip. 3. Use of the Bible in the home. a. Bible reading 
courses with requirements and rewards, b. Bible reading 
slips and certificate, c. Bible story-telling, with requests for 
Scripture references. d. Memorizing. (1) Requirement 
A for membership in the Park Church School, Elmira, N. Y. 
(2) Outlines of memory work, and plans of three other nota- 
ble schools. 4. Special drills on Bible history, promises, 
facts and people, a. Supplemental Bible Question Course. 
John B. Smith's book. b. Chart drills of Classon Avenue 
Sunday-school, Brooklyn. (1) Requirements of the school 
work. (2) Illustration of the chart abbreviations. (3) 
Certificate of Biblical scholarship, c. Oral drills in 
a Dubuque, la., school, d. Outline chart of Old 
Testament history. e. "Supplemental Work" cards. 5. 
Map drawing, a. Value of. b. Directions for draw- 

xiii 



CONTENTS 

CHAPTER PAGE 

ing. c. Where outline maps may be obtained. 6. 
Review work, weekly and quarterly, importance and value 
of. a. Weekly blackboard review. b. Quarterly review, 
"quarterly or semi-annual special" prepared by John' B. 
Smith, c. Class work supplemented by oral review from the 
desk. d. Written tests and work, (i) Examination ques- 
tions. (2) The varied plan of the Plymouth Congrega- 
tional school, Toledo, Ohio. (3) Compositions and word 
pictures. (4) Exhibition of scholars' work. e. Reviews 
in care of a special committee, a suggestive plan. f. Stere- 
opticon reviews. (1) Success of. (2) Plans of. (3) 
Where slides can be obtained. g. Review Sunday par- 
ents' day. h. Special suggestions. (1) Drill in the work 
of the missionary boards. (2) Catechism "Spelling 
Match." 7. Maintaining continuity of work. a. Vacation 
Outlines, b. Attendance record cards, c. Making special 
days of "vacation" Sundays. 8. Plan for magnifying Bible 
work in the minds of schools. 9. Using day-school meth- 
ods in Sunday-school teaching. 

IX. Ways of Securing Regular and Punctual At- 
tendance and Perfect Records, .... 127 

1. General atmosphere of quiet regularity and promptness. Plans 
of two notable schools. 2. The help of home influence, and 
of influence upon the home. a. Requirement of parents' 
support by Olivet Sunday-school, New York. b. Rule of 
Park Church, Elmira, N. Y. c. Invitations, reports, etc., 
to parents. d. Birthday letters and cards. 3. Encourage- 
ment of pupils through faithful systems of records. a. 
Teachers' report of absentees. b. Permanent records in 
bound volumes and on cards, c. Absent attendance cards. 
4. Various aids for encouraging attendance and "perfect 
records.' a. Star and maltese cross to mark class at- 
tendance, b. Class charts with markings of gold and red 
stars, c. Printed Honor Roll and diploma, c. Honor Roll 
of J. S. Eberhart and Son, marked success of. e. Honor 
Roll of Christ Congregational Church, New York. f. Black- 
board records. g. Framed record of class with largest at- 
tendance for month. h. Profile record, i. Weekly record 
of classes with perfect attendance. /. Average monthly 
records read publicly. k. Cards for punctual attendance 
to be redeemed with a reward. /. Certificates for punctual 
attendance. m. Individual record cards. n. Seal charts 
for perfect records of individual scholars. 0. Seal chart, 
and Roll of Honor for various records of classes, p. Roll 
of Honor for class records of attendance, offerings, and 
church attendance, q. Printing of honor lists in church 
paper and on programmes. r. Special summer plans. (1) 
Walnut Street Presbyterian Sunday-school, Philadelphia, 
"Hot Weather Spartans." (2) Park Avenue Baptist Sun- 
day-school, Plainfield, N. J., cardboard fish and certificate. 

xiv 



CONTENTS 

CHAPTER PAGE 

s. Honor Day. t. Miscellaneous suggestions, (i) Ban- 
ners, gilt stars, etc., for special occasions. (2) Organized 
classes, class secretaries and class librarians. (3) Class 
colors, banners, mottoes, flowers and names. 



X. Ways of Holding and Regaining Absent Schol- 
ars, 154 

1. Necessity of stopping fatal leakage. 2. Teachers' reports 
of absent pupils, a. Weekly. b. Monthly. c. Special to 
the pastor. 3. Superintendent's part in "holding" and re- 
gaining absent members. a. Notification to teachers of 
continued absence, b. Calling or sending letters to absen- 
tees, c Return postal cards. 4. Absentee committee. 5. 
Sunday-school visitor or missionary. 6. Special occasions 
as opportunities for reaching pupils of continued absence. 
7. Cards of dismissal to other schools. 



XL Ways of Reaching and Securing New Scholars, 162 

a. Successful plans of. The Sunday-school its own agency. 
1. Encouraging the members of the school to bring new 
scholars, a. Award of Certificate of Honor, b. Awards of 
cards and Bibles. c. Certificates of merit and other awards 
for successive new scholars, d. Contests. (1) School di- 
vided into (a) five companies, with colors and banners. 
(b) Two companies under care of leaders, (c) Two sides 
with colors. (2) Awards by system of credits and banners 
to successful classes of "sides." (3) Autograph buttons 
and prizes. (4) Honor list of the ten classes bringing in 
the most new scholars. e. Miscellaneous awards. (1) 
Bronze, silver and gold medals. (2) Money for mission 
fund. (3) Medal for bringing the largest number of 
new scholars during the year. (Remark: Guarding 
against drawing scholars from other schools.) (4) Honor 
Roll and gold seals. (5) Receptions. (6) Roll of recruit- 
ing officers. 2. Miscellaneous plans, a. Welcoming com- 
mittee at church services, b. Registration cards for visitors. 
c. Department of extension: district plan and permanent 
visitation committee. d. Obtaining the names of non- 
Sunday-school-goers through report blanks of scholars, e. 
Invitations, letters and enrolment cards. 3. House-to-house 
visitation, a. Blank form for canvas, b. Different plans 
of. c. Success of. 4. Members of a school as home mis- 
sionaries. The ideal church. 5. Importance of suitable 
reception and care of new pupils, a. Superintendent of 
classification. b. Registering name in school album. c. 
Enrolment blanks, d. Teacher's slip and cards. e. Pledge 
card. f. Card of greeting to new member. g. Certificate 
of membership. h. The Divine Spirit, the final secret. 

XV 



CONTENTS 

CHAPTER PAGE 

XII. Ways of Securing Church Attendance, . . .183 

1. The Church and the children, a. Need of training the young 
in church-going habits, b. Failure of parents to realize the 
child's need of the Church. c. Practical value of attending 
public service. d. Penalty of failing to secure the children 
for the Church. 2. Methods of interesting children in 
Church. a. Enlisting support of parents. b. Keeping 
church services before the children. (1) Announcement 
of church services in the Sunday-school, a special plan of. 
c. Recognizing church attendance, (a) In the class records, 
(fc) Call from the desk for those who attended service, (c) 
Made part of secretary's report. {d) Made standard for 
ranking, (e) Requirement for "perfect mark." (f) Go-to- 
Church Band, plan of, success of. (g) Use of text-books. 
(/i) Use of church attendance cards. (i) Sermon outlines, 
plan of; system of making awards, value of. d. Keeping 
record of church status of every pupil. e. Value of per- 
sonal interest and example. 3. Need of "indoctrinating" 
pupils in offices of Church, etc. 



XIII. Special Days with Special Services, . . .194 

1. Rally Day. a. Purpose and names, b. Rally Day in relation 
to Reunion Day. c. Rally Week. (i) Special invitation 
cards through special post-offices. (2) Visiting. (3) Pro- 
gramme, Cradle Roll reception, class reunion. d. Invita- 
tions, e. Programmes. (1) Usual and special. (2) Blue 
ribbon programme — badge. 2. Children's Day. 3. Grad- 
uation Day. 4. Parents' Day. a. Purpose of. b. Invita- 
tion cards. c. All special days — parents' days. 5. Old 
Folks' Day. 6. Special days common to old and young. 

a. Aim of. (1) Christmas and Thanksgiving. (a) 
Days for pupils to give, (b) Christmas, a time of giving 
to pupils, a new plan of. (c) Giving and receiving. (2) 
Thanksgiving or Harvest Home Festival, value and plans 
of. (3) New Year's Day. (a) Festival and pound party 
for the occasion. (fc) For social intercourse, (c) Cards 
of greeting. (4) Easter. (5) Independence Day. (a) 
Spirit of and programmes. (b) Invitation cards. (c) 
Presentation of flag and gifts of flags. 7. Miscellaneous 
special days and gatherings. a. Annual picnic or outing. 

b. Social times for classes and departments, c. Lectures, 
concerts and entertainments for the school, free. d. En- 
tertainments for the school only. e. Meeting the social 
need of pupils, urgency of. 8. The children in the Sun- 
day-school entertainment. a. Protecting the pupils. b. 
Children's voices most appreciated. c. Avoiding danger 
of making the child conspicuous. 9. Our ultimate: knowl- 
edge of Christ and the service of His Kingdom. 

xvi 



CONTENTS 

CHAPTER PAGE 

XIV. Offerings, 208 

a. Urgency of teaching the duty and privilege of giving. 1. 
Ways of inculcating the spirit of giving, a. The envelope 
system, plan and value of. b. Two class envelopes: confi- 
dential and missionary, c. Two funds: sustaining and 
benevolent, d. Secretary's report of class rank in giving, 
a successful plan. e. The Frank A. Ferris system, large 
results of. f. The Penny Fund. g. Awarding of ban- 
ners, h. Profile record chart for attendance and offering. 
*. Birthday gifts, (i) Birthday box. (2) Birthday prayer. 
(3) Birthday song. (4) Entertainments for birthday 
"divisions." (5) Roll and gold stars. (6) Special gifts 
for "little orphans." ;. Special offerings. (1) Sealed box 
for Christmas contributions. (2) Letters to pupils urging 
each to share in spreading Christmas joy. (3) Recognition 
cards as awards for special offerings. k. Tithing, revival 
and results of. 2. Various ways of Sunday-school sup- 
port, and various uses of Sunday-school collections. 

XV. Libraries, 221 

1. Opportunity of the Church school in its library. (1) 
To supplant evil of overabundance of bad literature. 
(2) To feed active minds of children. (3) To exert pow- 
erful influence in the right way through wisely selected 
books. (4) Helpfulness of Sunday-school library versus 
town library. a. In its closer relation to the individual. 
b. In its ability to adapt and guide reading. c. In its 
opportunity to hold children to the Church. 2. Books in 
the Sunday-school library, a. Kind. b. Selection of. c. 
Methods of securing. (1) Setting aside certain stated 
sum. (2) Endowment. (3) Special collections. (4) Book 
social. 3. Divisions of library. (1) One general library; 
main and primary; main, intermediate and primary. (2) 
Special missionary library. (3) Teachers' library, (a) Sug- 
gested books for. (&) Suggested methods of circulating. 
4. Cataloguing and care of books. 5. Distribution of books. 
(1) Choosing of books for pupils by librarian. (2) Card 
system, value and plan of. 6. Miscellaneous suggestions. 
a. Librarian's report, b. Value of weekly distribution of 
papers, c. Opening of Sunday-school library as a reading- 
room during the week. 7. The librarian. 



XVI. Missions, 232 

I. Missionary schools the growing schools. II. Methods of in- 
teresting children in missionary work. i. Subject and 
method of teaching. 2. Organized missionary societies. 
a. The school as a missionary society. b. Mission band. 
c. Missionary Reading Circle, d. A local school organized 
as "The South American Missionary Company"; application 

xvii 



CONTENTS 

CHAPTER PAGE 

blank, stock certificates. 3. Missionary days with special 
programmes. a. Monthly. b. Quarterly. c. Yearly. 4. 
Selecting special objects for which to work. III. Mis- 
sionary offerings. 1. Honor recognition of the best giving 
missionary classes. a. Nominating some one for life mem- 
bership in the society. b. Banners and flags. 2. "Inas- 
much as ye have done it." 3. Special plans for securing 
missionary money, a. Keeping school informed, and schooled 
in systematic beneficence. b. Regular and special Sunday- 
school collections for missions, c. Good results of giving to 
special objects. d. Class missionary envelope, e. Birth- 
day box. f. Pledge system. (1) Pledge class sheet. (2) 
Class pledges with secretary in charge. IV. Missionary 
committees. V. Practical missionary work by the mem- 
bers of the school. 



XVII. Decision Day, ........ 242 

1. The supreme end of Sunday-school work. 2. Results of pur- 
poseful work. a. Numbers brought into the church. b. 
Increase of power in the school. c. Influence upon the 
homes of the pupils. 3. Decision Day. a. What it is 
and why it is. b. When it is observed. 4. Plans and 
preparation for Decision Day. a. Considering the spiritual 
problems of pupils and classes. b. Teachers' and officers' 
prayer meetings preceding Decision Day. c. Superintend- 
ent's letter to teachers. d. Living in the spirit of Decision 
Day. e. Urgent need of, in the light of new teaching re- 
garding "conversion." 5. Exercises for the day. a. Spe- 
cial devotional exercises, earnest and spiritual. b. 
"Conversation time," personal word of teacher in class. 
c. A new Decision Day "card," value of. d. Closing exer- 
cises, e. Preaching service in keeping with the day. 6. 
After plans. 



XVIII. Communicants' Classes, 252 

a. Anecdote of Sandy and his "hundred commandments." b. 
Ignorance of fundamentals of the Christian faith. i. 
Value of communicants' class instruction, a. The strong 
Christian is the informed Christian. b. People desire to 
know what they believe and why they believe. c. Clarifies 
and classifies knowledge, "rivets and clinches" truth. 2. 
Growing recognition of the urgent necessity of com- 
municants' classes. 3. Communicants' classes, and plans 
of, in various churches. 4. Subjects and outlines of lec- 
tures for communicants' classes. Booklet for class study 
or home reading. 5. Class work. a. Time of meeting, 
and method of teaching. b. Who should attend? c. How 
to start a class. 6. Bibliography. 

xviii 



CONTENTS 

CHAPTER PAGE 

XIX. Home Department, 261 

1. History of the Home Department. a. Origin. b. Growth. 
2. Object of the Home Department. 3. Organization. 
a. Superintendent. b. Visitors. c. Classes. d. Study- 
helps and encouragements, button badges, diplomas, etc. 
e. Method of recording study and contribution. 4. Ob- 
jections to the Home Department answered, a. Increase in 
Church school. b. Increase in church membership and 
strength. 5. How to organize a Home Department. a. 
Secure interest and help of the pastor. b. Invite some 
informed speaker on the subject, c. Appointment of 
suitable superintendent. d. Visitors securing their own 
class members. e. Personal work and visitation through 
committees. 6. Suggestions, a. Meeting of visitors and 
officers for conference. b. Value of reports, invitations, 
etc. c. Privileges of Home Department members. 



XX. Teachers and Methods of Teaching, . . . 272 

I. Teachers. i. Spiritual and intellectual requisites; how to 
study the new pedagogical principles. 2. Deepening in 
teachers their sense of personal responsibility, a. The future 
of the child, and of the Church in their making, b. The 
teacher of first consideration in Sunday-school organization. 
c. Pledge cards, appointment letter and installation service. 
3. The placing of teachers. 4. Helpful aids for teachers 
in their work; suggestions, printed slips and cards. 5. 
Extent of teachers' work as suggested by various report 
blanks. II. Methods of teaching, a. The law of adaptation: 
method must be suited to pupil's needs. b. Classification 
of methods, (1) Socratic, or question; (2) recitation; 
(3) object; (4) lecture; (5) seminar. c. Epitome of sug- 
gestions in methods of teaching. III. Helpful literature. 



XXI. Teachers' Meetings, 287 

1. Weekly teachers' meeting. (1) Purpose of. (2) Time of. 
(3) Leadership of. (4) Ways of making meetings help- 
ful and interesting, and methods of conducting. a. Teach- 
ers' tea, discussion, prayer, and various plans of studying 
the lesson. b. Study of the lesson, Normal work, and sug- 
gestions for the improvement of the school combined. 
c. Use, and list, of suggestive questions. 2. Special weekly 
meeting for prayer. 3. Monthly and quarterly meetings. 
(1) Purpose: business or review. (2) Methods of con- 
ducting, a. Illustrated talk. b. Short talks by teachers, 
suggested by cards. c. Questions handed in for discus- 
sion, d. Monthly social. 4. Annual banquet. (1) Pur- 
pose of. (2) Suggestive invitations. 

xix 



CONTENTS 

CHAPTER PAGE 

XXII. Ways of Securing New and Substitute Teach- 
ers, 294 

I. Securing new teachers, a. Necessity of choosing teachers. 

I. Ways of securing new teachers. 2. Application blanks 
for new teachers. 3. A new principle controlling the 
growing need of teachers. II. Securing substitute teach- 
ers, a. Standard of requirement, b. Ways of securing re- 
liable substitutes. (1) By pledge cards. (2) From Sun- 
day-school committee of Christian Endeavor Society. (3) 
Substitute Teachers' Corps. (4) Permanent lists of sub- 
stitutes. (5) Selection by the teacher at the beginning of 
the year. (6) Miscellaneous plans. 

XXIII. Normal Classes, . 299 

1. Normal class. a. Need of. b. Possibility of. c. Purpose 
of. d. Place of. e. Value and growth of. 2. Organiza- 
tion. 3. Class work. 4. Courses of study. (1) Courses in 
method. (2) Courses in Bible study, (a) Chautauqua Nor- 
mal Union outlines, (b) "The Sunday-school Teachers' Nor- 
mal Course." (c) Courses of the American Institute of Sa- 
cred Literature, (d) "Legion of Honor Normal Bible and 
Training Lessons." (e) Outlines by denominational Pub- 
lishing Boards. 5. Need of adapting courses to needs of 
class. 

XXIV. Superintendent, 306 

I. General requirements, and the new ideal for superintendents. 

II. Special suggestions. 1. Avoidance of unnecessary 
talking. 2. Securing quiet and order. 3. Personal ac- 
quaintance with teachers and pupils, a. Through teachers' 
meetings, b. Annual receptions, c. Inviting new scholars 
to superintendent's home. d. Letters of inquiry to 
absent pupils. e. Birthday cards of greeting. 4. Accu- 
rate knowledge of doings of the school. a. Personal 
memorandum and record book. b. Record blanks of two 
highly successful superintendents. 5. System in work 
c. Value and duty of. b. Apportioning of work. (1) Com- 
mittees. (2) Associate superintendent. (3) "Superin- 
tendent's Aids" of young men. (4) Meetings of the 
executive, or superintendent's, cabinet. (3) Keeping in 
touch with the Church and minister. 6. The superintend- 
ent tabulating new suggestions, and keeping abreast of the 
improved methods. 7. Helpful books and current peri- 
odicals. 

XXV. The Development of the Local Church and 
School through Sunday-school Extension 
Work, International and State Sunday- 
school Associations, Denominational 
Sunday-school and Publishing Boards, 
and the Religious Education Association, 317 
xx 



CONTENTS 

CHAPTER PAGE 

XXVI. Sunday-school Supplies and Furnishings, . 326 

1. Arrangement of the school-room, and advantages of modern 
architecture. 2. Blackboards, maps, etc. 3. Mimeograph 
and Printing press. a. Value of printer's ink. b. Mimeo- 
graph. (1) Various uses of. (2) The Edison for larger 
schools. (3) "Home-made" for smaller schools. 4. Sun- 
day-school paper. 5. Stereopticon. 6. Pictures, models, etc. 
7. Where supplies can be obtained. 

XXVII. Organization, 331 

I. Organization an underlying principle, its importance, spirit 
and effect. II. Mobilizing the work. How correlate the 
parts, making them mutually helpful? i. The Executive, 
cabinet or board of managers; how comprised and the work 
of. 2. The selection and election of officers, various tact- 
ful and successful ways of. 3. The appointment of teach- 
ers. 4. The secretary's report. a. Special value and 
nature of. b. Aided by report slips of teachers, c. Prepa- 
ration of. d. "The Modern Methods Sunday-school Class 
Book." 5. Special officers for special work. a. Superin- 
tendent of classification, various duties of. b. Birthday 
secretary. c. Directors of departments, and principals 
of divisions, d. Committees. 6. The pupils' part in 
school organization, and the law of spiritual development. 
7. Model constitution and by-laws. 

XXVIII. The Relation of the Pastor to the Sunday- 
school, 345 

1. Necessity and urgency of the work of the pastor in the 
Sunday-school. 2. The relation of the pastor to laymen. 
3. The pastor the responsible head of the school. »a. Rec- 
ognition of accountability of pastor for Sunday-school 
work. b. Effects of such recognition. (1) Increase of in- 
terest and membership in school. (2) Larger part of 
church work given to Sunday-school. (3) Increase of 
membership of church. 4. Plans of successful pastors. 
a. Pastor as superintendent, b. Pastor's normal talk. 
c. Pastor's personal record of attendance. d. Special ser- 
mons, e. Avoiding any suggestion of demarcation be- 
tween church and school. 5. Value of Sunday-school to 
the Church, a. In training workers, b. In supplying help- 
ers of pastor. (1) Pastor's Aid Society. (2) Home 
Department committees. 6. Need of pastors having clear, 
definite ideas of work and methods. a. Failure of Theo- 
logical Seminaries to equip students for this work. b. Need 
of constant, progressive study. 

XXIX. A Plea for Less Preaching and for More 

Teaching, . - 354 

Index, 371 

xxi 



SALUTATION 

"I wonder if he remembers — 

Our sainted teacher in Heaven — 
The class in the old gray schoolhouse 
Known as the 'Noisy Seven'? 

"I wonder if he remembers 
How restless we used to be, 
Or thinks we forget the lesson 
Of Christ and Gethsemane? 

"I wish I could tell the story 
As he used to tell it then; 
I'm sure that, with Heaven's blessing, 
It would reach the hearts of men. 

"I often wish I could tell him, 

Though we caused him so much pain 
By our thoughtless, boyish frolic, 
His lessons were not in vain. 

"I'd like to tell him how Willie, 
The merriest of us all, 
From the field of Balaclava, 
Went home at the Master's call. 

"I'd like to tell him how Ronald, 
So brimming with mirth and fun, 
Now tells the heathen of India 
The tale of the Crucified One. 

"I'd like to tell him how Robert, 
And Jamie, and George, and 'Ray,' 
Are honoured in the Church of God— 
The foremost men of their day. 

xxiii 



SALUTATION 

T'd like, yes, I'd like to tell him 

What his lesson did for me; 
And how I am trying to follow 

The Christ of Gethsemane. 

'Perhaps he knows it already, 

For Willie has told, maybe, 
That we are all coming, coming, 

Through Christ of Gethsemane. 

'How many besides I know not 

Will gather at last in Heaven, 
The fruit of that faithful sowing, 

But the sheaves are already seven." 

Anonymous. 



xxiv 



MODERN METHODS 
IN SUNDAY-SCHOOL WORK 



CHAPTER I 

THE NEW EVANGELISM, AND THE REVIVAL OF THE TEACH- 
ING FUNCTION OF THE CHURCH 

"Go teach. " We are conscious of changed conditions 
in every department of thinking. So vast have been these 
changes that it is almost impossible to comprehend the 
Zeitgeist and new order of society. But the progress is 
upward. All moves as to 

"One far-off, divine event." 

The Church also has gone forward. A new life throbs 
at its centre. We are in the open of a new era, with its 
refreshing draught full upon us ; and we are in the midst 
of one of the mightiest religious revivals that has ever 
grasped the world! True, the eyes of some are holden, 
like the disciples on the Emmaus way, and they are yet 
praying and hoping for a revival, unmindful that there 
has been given better than they asked; not the kind for 
which they prayed, but a larger, more potent. Is this 
declaration counter to the general impression? I know 
there are apostles of despair who see not one ray of hope 
on the dark horizon of disbelief; amid all our vaunted 
progress, they see gathering storms and coming desola- 
tions; they mourn that the religious revival has lost its 
power, that there are now no "great revivals," that few 
evangelistic crusades are found in the religious life of the 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

present time, and declare that the Church has fallen on 
evil days. Others strenuously deny that certain phases 
of religious activity have passed away, or try to explain 
the cessation of their use as sort of a parenthesis in church 
life, — but with feeling concern are asking, "What of the 
future?" I am cognizant also of the fact that those 
particular religious revivals which were such a factor in 
the religious life of a part of the nineteenth century are 
not such a factor now. Our religious journals have vig- 
orously discussed the situation ; some have tried to explain 
the failure of evangelistic effort in recent years as due to 
"gross caricatures practised by peripatetic emotional- 
ists ;" * others are of the opinion that "the revival may 
continue to be made a potent factor in the quickening 
of religious life." 2 Both the explanation of the failure, 
and the argument that the revival may be made a potent 
factor, are recognition that it is not such a factor now. 
Indeed, Mr. Dwight L. Moody, several years before he 
died, acknowledged that the unchurched masses no longer 
came to his meetings as in the former days of his great 
revivals; that his mission in the latter years of his life 
appeared to be, in the providence of God, with Christian 
people. Has a greater than Mr. Moody appeared to take 
his place? When I say that I have been a friend of 
"revivals" these many years, and have co-operated in 
many evangelistic crusades, I can hardly be charged with 
prejudice when I further say, that through experience, 
and after careful and extended study of evangelistic cru- 
sades in later years, it is my profound conviction that the 
religious revivals of the nineteenth century sort have lost 
their power, and are a hindrance rather than a help to 

1 The Advance (Chicago, Cong.), The Presbyterian (Phila- 
delphia), The Watchman (Boston, Bapt), The Christian 
Register (Boston, Unit.), quoted in the Literary Digest, Feb- 
ruary 15, 1902, p. 223. 2 Ibid. 



THE NEW EVANGELISM 

churches in the great work of the Kingdom. They are 
not suited to this age ; they do not reach the unchurched ; 
they do not appeal to the earnest, spiritual, and reliable 
workers of our churches, but to the sentimentalists and 
capricious, who are ready for any new thing rather than 
the sacrifice of perseverance and hard plodding required 
for the true work of the true church. In saying this 
we are not condemning revivals. We use the words 
"revivals of the nineteenth century sort" advisedly. For 
now there is a revival of a different sort. Exactly what 
is this new revival ? We say "new" only because its truth 
once suffered eclipse. It is as old as our most 
holy religion, and stands on the teachings of the prophets 
and apostles, and on the authority of the Strong Son 
of God. This revival is twofold, being (i) a 
revival of personal work, and (2) a revival of the 
teaching function of the Church. As such this re- 
vival is differentiated from the revivals under White- 
field, Finney, Mills, and Moody, whose work was through 
great union meetings, for which the largest halls were 
scarcely adequate, and with meetings marked by great 
emotions, moving communities to their depths, — this re- 
vival of present time is differentiated from all this in that 
it is a movement within the local congregations. 1 Indi- 
vidual churches, while not asking for the professional 
evangelist, do welcome for a service or two the man who 
can give them larger visions of God and of duty, and stir 
the people to co-operate with pastor. This, doubtless, 
was Mr. Moody's thought in saying that his later work 
appeared to be with Christian people. In other words, 
Mr. Moody was used of God to stir people to personal 
work, to bring the Gospel to the unsaved, and the unsaved 
to the Saviour. I believe that Mr. Moody saw advance 

1 The New Evangelism, by Tennis S. Hamlin, D.D., The 
Christian Work and Evangelist, p. 19, January 3, 1903. 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

and gain in setting the Church to work, instead of doing 
the work for them. Indeed, he said : "It is better to set ten 
men to work than to do the work of ten men." In earlier 
years Mr. Moody "worked outside of the churches, though 
never lacking full sympathy with them. Still, it 
was difficult to gather into the organized life of the 
churches the converts of his great meetings, and many 
scattered. The average evangelist finds it difficult to 
work in due subordination to pastors and their plans; his 
labors, even when apparently fruitful, are too often un- 
settling, and in the end almost disastrous." 1 

But the present movement of personal work is free from 
such perils; the Church is magnified, and its people are 
being charged with, and stirred by, their responsibility to 
do the work of evangelists, and to so lift up Christ by 
word and life that He will be commended to the accept- 
ance of associates and individuals as their Lord and per- 
sonal Saviour! This, therefore, a revival of personal 
work, is one part of the New Evangelism. 

The efficacy of this first part, however, rests upon the 
second part, namely, the revival of the teaching function 
of the Church. The efficacy of the former rests upon the 
latter, because personal workers must be able to meet 
the needs of men out of the Scriptures, as Philip met the 
needs of the Ethiopian. Training and equipment are es- 
sential for personal work ! That a great revival of Bible 
study throughout the Christian world is coincident with 
the revival of personal work markedly shows the hand of 
God. That which assures us in the present movement is that 
it is "built upon the foundation of the apostles and pro- 
phets, Jesus Christ Himself being the chief corner-stone." 2 
The Holy Scriptures were never so widely, thor- 

1 The Nezv Evangelism, by Tennis S. Hamlin, D.D., The 
Christian Work and Evangelist, p. 19, January 3, 1903. 
2 Eph. 2:20. 



THE NEW EVANGELISM 

oughly, intelligently, helpfully and inspiringly stud- 
ied and taught as to-day. What is the evidences of this — 
evidence that there is a revival of the teaching function 
of the Church ? We have time only to suggest the proof 
of this assuring fact. First we mention the supreme 
world interest in the recent Denver convention of the In- 
ternational Sunday-school Association. No work of this 
association had ever been followed with such wide, close 
and profound interest as its work at the Denver conven- 
tion. A few months later, in February, 1903, the religious 
world was stirred by the Chicago Convention for Re- 
ligious Education, when recognized leaders of the 
world's best thought, presidents of universities and col- 
leges, and eminent divines, organized for the purpose of 
promoting "religious and moral education," pre-eminent 
consideration being given to the advancement of the work 
of Sunday-schools through the improved methods. An- 
other evidence of the revival of the teaching function of 
the Church is the larger provision and plans of the Sun- 
day-school Boards of the several Protestant denomina- 
tions. The action, too, of the Presbyterian General As- 
sembly at Los Angeles, Cal., in its last annual meeting, in 
appointing a committee to consider the subject of method 
and means looking to a forward movement in Christian 
education in the home, the Sunday-school, etc., is also 
indicative of the thought of to-day. 

In advance of this, notable lecture courses have recently 
been given under the auspices of the Sunday-school Com- 
missions of Dioceses of the Protestant Episcopal Church 
for the discussion of the principles of religious education, 
looking to the improvement of the Sunday-schools. I refer 
to such lectures as were delivered under the auspices of the 
Sunday-school Commission of the Diocese of New York in 
St. Bartholomew's Church in the autumn of 1899. Simi- 
lar, if less pretentious, lecture courses have been given 

5 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

under various auspices of other denominations of the 
great Protestant body. The nature of all these lectures 
has forcibly shown that there is a new conception of the 
basic principles underlying Sunday-school work, and pro- 
portionate conception of the larger and grander oppor- 
tunities of that work. 

Again, the conference of Sunday-school workers at 
Winona Lake in August, 1903, under the executive com- 
mittee of the International Sunday-school Association, was 
one of unusual scope and significance, including the mem- 
bers of the Lesson Committee, the Lesson Editors and 
Writers, the Denominational and Independent Lesson 
Publishers, the Vice-Presidents and all the officers of the 
International Convention, the officers of the State, Pro- 
vincial and Territorial Organizations, Field Workers, 
and many other friends of organized Sunday-school 
work. 

The increasing enrolment of students in the American 
Institute of Sacred Literature is also suggestive of the 
spread of Bible study. This work was started so recently 
as 1893, with an enrolment of 1,500 students, but the 
present enrolment is over 10,000. The most of these 
men and women, doubtless, are preparing themselves to 
teach. 

Along with these organized efforts for the promotion 
of Bible study, there has been parallel work in the subject 
of Child Study. It is especially this that has given rise 
to the new education. For twenty-five years this work 
has been growing in prominence, increasingly contrib- 
uting valuable and sometimes startling results, which are 
"forcing a restatement of several pedagogical principles 
and a general readjustment of school work and meth- 
ods." * Already the secular schools have yielded to the 

1 The Study of the Child, Explanatory, p. xvi., by President 
A. R. Taylor, Ph.D. 

6 



THE NEW EVANGELISM 

new requirements; and now our Sunday-schools are 
adopting improved methods by reason of the same under- 
lying principles. This, too, shows the revival of the 
teaching function of the Church. 

But more significant than all this is the increasing work 
that is being accomplished in Sunday-schools that are 
using the improved methods. Indeed, the surprising re- 
sults in such schools are arousing the thought of the 
Church to the value and opportunity of more thorough, 
sane and scientific ways of conducting Bible-schools and 
Bible study. By way of suggestion of the value of new 
methods, I here tabulate the results in certain schools. 
Calvary Baptist Sunday-school, Washington, D. C, on 
November I, 1882, had a total membership of 630; on No- 
vember 1, 1888, it had a membership of 658, rep- 
resenting a net gain of 28 in six years, or an average of 
42-3 per year for the period immediately preceding the 
departmental organization. On November 1, 1889, nine 
months after the reorganization with graded lessons, etc., 
the school had increased to 850, and on November 1, 
1890, to 1,061, showing a gain of 403 in twenty-one 
months. This school has retained the gain, and gone for- 
ward with yearly increase, notwithstanding the changes 
of population incident to the Capital City, the present en- 
rolment being 2,077. 

The First Presbyterian Sunday-school of Newport, 
R. I., organized as a graded school with attendant im- 
proved methods in January of last year, and in that one 
year increased in membership 142-7% and increased in 
average attendance 34%. 

The increase of Christ Congregational Sunday-school, 
Mount Hope, New York City, where the church year 
runs from June 14 to June 13, inclusive, is shown by the 
general statistics of the school on the following page. To- 
tal enrolment on June 13, 1898, 136. 

7 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

1898-99 1 899- 1 900 1900-01 1901-02 1902-03 

Total enrol- 
ment 156 178 243 221 264 

Total attend- 
ance 4,922 5,704 7,389 6,858 7,293 

Total Sunday 

collections .. .$140.24 $175.47 $227.03 $217.35 $235.24 $ 995-33 

Total receipts. . 221.33 251.15 319-54 35472 393.01 1,53975 

Total expendi- 
ture 232.90 222.15 272.54 324-14 320.40 1,372.24 

Average Sun- 
day collection 2.98 3.73 4.83 4.83 4.90 

Six years ago the First Baptist Sunday-school, Ashe- 
ville, N. C, had a membership of 185, with an average 
attendance of 140 or 150, with a debt of $100 on the 
school, and with no progress, the school being kept to- 
gether by a few faithful ones as a matter of duty. Now 
this school numbers nearly 600, is active, energetic, pro- 
gressive, and with corresponding spiritual blessings. 

Other references to further splendid results of similar 
schools are made on various pages of this volume. That 
this work is spiritual is evinced by the thousands of young 
people that have come into the membership of churches 
through it. All that has been said of the schools 
just mentioned, by way of concrete illustration, can be 
said of hundreds of other schools. In extended study of 
this work, I know not of one school that has failed of 
large gains, both numerically and spiritually, through the 
improved methods. 

Yet with all that one can say, or prophet can picture, 
who can grasp the sweep and the promise of the revival 
of Bible teaching? It means coming generations of 
"Bible Christians." It means coming church people with 
a "strong backbone of conscious fidelity to truth and 
submission to law." We are all agreed with the Rev. 
Charles Hodge, D.D., who said : "It is one of the clearest 

8 



THE NEW EVANGELISM 

principles of divine revelation that holiness is the fruit of 
truth; and it is one of the plainest inferences from that 
principle that the exhibition of the truth is the best means 
of promoting holiness." * Are we not also agreed with 
Chrysostom ? who said : "Here is the cause of all our evils, 
our not knowing the Scriptures." 

This, then, comprises the new evangelism of to-day (at 
least, on its practical side) : the revival of personal work; 
and the revival of the teaching function of the Church, 
placing larger emphasis on, and enlisting larger numbers 
in, the studied Word. How vast and incalculable the 
gain of the Church ! The gain of the Pentecostal idea — 
when all the Lord's people were prophets, when all were 
filled with the Holy Spirit, all were personal workers, all 
prayed, all taught, all told of salvation through Jesus 
Christ; with the result that thousands were "pricked in 
their hearts," and confessed Christ as Lord. Our fur- 
ther gain through the revival of personal work and the 
revival of the teaching function of the Church is the gain 
of Bible study and of Bible Christians : the gain of a con- 
tinuous revival instead of a spasmodic; the gain of 
church people doing essential spiritual work in place of 
waiting for some one to do it for them; the gain of the 
widening and deepening of the spirit of missions; and 
the gain of the Christian's individual recognition that he 
is called of God for service, appointed and ordained as 
a missioner and evangel of Jesus Christ. With all this 
gain we yet say : "Not as though I had already attained ;" 
but with this great revival here, and God-given, we are in 
the way of possessing the full blessing. Will we rise to 
our opportunity? In the light of what already is being 
done, we have most reasonable belief that the Church will 
triumphantly advance, maintain a vital, strenuous spir- 
itual life, and Christianize the secularizing spirit of the 

x The Way of Life, p. 3. 

9 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

age. This the Church is doing! And this the Church 
will do! 

Now a question : Why should we speak of the revival 
of the teaching function of the Church? Because the 
part and prominence of teaching, as set forth in the Scrip- 
tures, has been lost sight of these many years. 
Preaching has been so magnified as to belittle teaching. 
But teaching comes before us with no less a claim than 
preaching. The latter does not have precedence over the 
former; nor does the former over the latter. Thomas 
Fuller, in 1661, said of the "Faithful Minister" : "He doth 
not clash God's ordinances together about precedence — 
not making odious comparisons betwixt prayer and 
preaching, preaching and catechising, public prayer and 
private, premeditate and extempore." What, then, is the 
history of the teaching function of the Church? What 
place has teaching in the Holy Scriptures and in the his- 
tory of the Church ? 

1. The prominence of teaching, or of the Sabbath- 
school, in early Jewish tradition. There are many tradi- 
tions of Jewish schools for religious instruction that carry 
us back into antiquity, past trustworthy history. But 
these traditions, like those of the synagogues, speak for 
the power and influence of these institutions. The rabbis 
say that Methuseleh was a teacher before the flood, and 
that Shem and Eber had a "house of instruction" after 
it ; that Abraham was a pupil of Melchizedek ; and, simi- 
larly, traditions are given of Jacob in his work at the 
Bible-school; also of Moses, who was said to have been 
at the head of a large school, and of Joshua, Deborah and 
Barak, Samuel, Elisha, and of others on down through 
the subsequent centuries. 

2. The prominence of the Sabbath-school in the Old 
Testament. Here we read explicitly of a system of 
schools for religious instruction. Three hundred of Abra- 

10 



THE NEW EVANGELISM 

ham's family had been ' 'instructed" in them (Gen. 14: 
14) ; the children of Hezekiah attended them (2 Chron. 
28:24; 29 : 3 ) ; the reform under Jehoshaphat was 
through the teaching of "the book of the law" (2 Chron. 
17 : 7-9) ; and with Nehemiah, after the captivity, we 
have description of the complete Bible-school, fully 
organized and officered (Neh. 8: 1-8). 

3. The prominence of the Sabbath-school according to 
contemporaneous history. Josephus declares that from 
the days of Moses the Jews assembled every Sabbath to 
hear the law, and "to learn it accurately;" and that so 
thorough was the instruction of the young in the law that 
one "would more easily repeat all than his own name." 
Jewish schools for Bible study were eventually established 
throughout Palestine. And so basal and far-reaching 
was this work upon the nation that it gave rise to a 
maxim, "If you would destroy the Jews, you must destroy 
the schools." These schools, too, were graded, with 
suited courses of study for each grade ; the primary grade 
learning passages of Scripture, the older grades studying 
the Jewish commentaries. Likewise the chief purposes 
of the synagogues were for the study and teaching of the 
law. Schurer says: "The main object of these Sabbath- 
day assemblages in the synagogue was not public wor- 
ship in its strictest sense; that is, not devotion, but re- 
ligious instruction, and this for an Israelite was, above 
all, instruction in the law." 1 Such Bible-schools were 
for more advanced work, and were in addition to the ele- 
mentary Bible-schools. 

4. The prominence of the Sunday-school in the teach- 
ing of the New Testament. Trumbell declares that syna- 
gogues, with their accompanying Bible-schools, were 
found in all the towns and villages of Palestine, and in 
many Gentile cities beyond, where any considerable num- 

x Hitt. Div. II., Vol. II., p. 54- 
II 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

ber of Jews had their temporary home (Acts 9:2, 20; 
13^5, 14, 15, 43; 14:1; 15:21; 17:1, 17; 18:4, 7> 8, 
17, 26; 22:19; 24:12; 26: 11. 1 ) It is believed that 
Jesus attended one of these schools in Nazareth. We 
certainly have explicit account of His sitting in the midst 
of the doctors, or teachers, asking and answering ques- 
tions. Furthermore, is it not said of Jesus that He was 
"a Teacher come from God"? And what is the "great 
commission" of Jesus but this : "Go teach," "go, make 
disciples or learners." The interlocutory method of teach- 
ing in the Jewish schools was the method largely used by 
Jesus, and the method subsequently followed by the apos- 
tles. 

5. The prominence of the Sunday-school in the 
centuries of the Christian era. The Jewish system of 
schools for religious instruction was followed by the early 
Church, and the rapid spread of Christianity over the 
civilized world in less than three hundred years from the 
death of St. John is attributed to this system of teach- 
ing. So powerful and influential were these schools 
that Julian the Apostate issued an edict in the fourth cen- 
tury Anno Domini, suppressing Christian teachers from 
these schools, which he desired to control. Yet these 
schools abounded. But in the growing centuries, as the 
Church grew worldly and formal, it grew proportion- 
ately less spiritual, "making," says Proudfit, "more of a 
splendid ritual than of a pure faith, and magnifying 
church orthodoxy above vital piety; . . . and catechet- 
ical instruction, of course, declined." 2 It is signifi- 
cant, impelling solicitous reflection, that more than one 
historian attributes the decline of the spiritual life of the 
Church in the Middle Ages "to the neglect, by the Church, 

x Yale Lectures on the Sunday-school, p. 17. 
2 "Catechetical Instruction before the Reformation," in Van 
Rensselaer's Home, the School, and the Churchy Vol. IV., p. 48. 

12 



THE NEW EVANGELISM 

of its educational function." Historians have also pointed 
out that better and purer life has come as the Bible has 
been more faithfully taught and studied. Luther placed 
the Bible in the hands of the people, and a great religious 
awakening followed. So in subsequent periods. Lord 
Mahon says that the Sunday-school organized by Robert 
Raikes was the beginning of a new era in the national life 
of England. 1 Green, the English historian, speaking of 
the effect of Raikes' work on England's dark and trou- 
bled days following the American Revolution, says : "It 
was then that the moral, the philanthropic, the religious 
ideas which have moulded English society into its pres- 
ent shape first broke the spiritual torpor of the eighteenth 
century." 2 Trumbull says that "America has been 
practically saved to Christianity and the religion of the 
Bible by the Sunday-school." 3 Yet how far we are from 
the Bible idea and ideal! Who would say of England 
or of the United States, "If you would destroy the na- 
tion, you must destroy the religious schools"? Thirteen 
millions of children and youth in our country never cross 
the threshold of a Bible-school, either Protestant or Ro- 
man Catholic. The prevailing neglect of public worship 
is appalling ! Again, Israel has gone after Baal. Strange 
that we do not remember the divine judgment upon Judah, 
"This house shall become a desolation." 4 What is our 
hope? Our hope is in return to God, and to His ways 
of working. We are here to work as well as to worship. 
We are here to teach as well as to preach. It is clear pre- 
sumption to neglect children, and then expect miracles for 
their reclamation when grown. Formation of character 
is greater than reformation of character, because the 

^■Hist. of England, Vol. VII., pp. 493-4. 

2 Hist. of the English People, Vol. IV., p. 292; see also, ibid., 
IV., pp. 273-4. 
z Yale Lectures on the Sunday-school, p. 122. 
*Jer. 22 : 5. 

13 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

former spares us the awful necessity of the latter. God 
has directed that we shall "Go teach," and the magnifi- 
cent work that is being accomplished to-day through re- 
turn to Bible ways of working, the success of Bible- 
schools in reaching, drawing, holding and persuading 
thousands of our youth, is evidence of how God has em- 
powered His Word, and has ordained that teaching as 
well as preaching shall have part in the progress of His 
Kingdom, and that He has not failed His people in His 
promise, "Go teach, and I will be with you in power." 



14 



CHAPTER II 

THE STRATEGIC WORK OF THE CHURCH 

"With all her follies and crimson stains, Rome goes on her conquering 
way because she knows the value of a child." — Charles E. Jefferson, D.D. 

"He who builds the Church of Christ must save the children. If we 
save the children, we save the world." — Constans L. Goodell, D.D. 

I. With all the magnificent work that the Church has 
accomplished, the difficulties that have confronted it, the 
enemies that have beset it, the thousand kindly ministries 
that engage it, the sublime purpose to preach the Gospel 
through all the world that animates it, — with all this upon 
the mind and heart of the Church it would be strange, in- 
deed, if it had not left some things undone, and stranger 
still if it had always done in the best way the things that 
it has done. As one who loves the Church, believes in it, 
and in its ultimate triumph, and as one who appreciates 
the magnitude of its work and the difficulties in the way 
of doing it, I yet am impelled to say that our Protestant 
churches have been, and to a large extent are, criminally 
negligent of adequate Christian training of their chil- 
dren. Such Christian nurture is a small part of the teach- 
ing function of the true Church, and yet during all these 
years when the Church's duty of teaching has been mis- 
takenly limited to children, even then our churches have 
been criminally negligent ! 

It has been carefully estimated that less than 30% of 
our population are regular attendants upon Church 
services of worship; that perhaps 20% are irregular at- 
tendants, while fully one-half of the people of the 
United States never attend any service, Protestant or 

15 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Roman Catholic ! * Who are these non-church-goers j> 
They are, for the most part, of Protestant birth and affilia- 
tions. Roman Catholics, whatever else they may do 
or may not do, are faithful church attendants. Whatever 
may be said of the doctrines and methods of the Roman 
Catholic Church, it yet remains true that their people 
are obedient to her requirements. The Roman Catholic 
churches are filled on the Sabbath ; it is a mortal sin to 
absent one's self from public worship, and during certain 
seasons of the year their churches are filled for services 
of worship at the early hour of five o'clock in the morn- 
ing, and filled through voluntary attendance. Can the 
wildest imagination picture Protestants crowding churches 
at the hour of five o'clock mornings? Now, call the 
fidelity of the Roman Catholics superstition; call their 
religion superficial ; say that their people are not the better 
for their belief (which would be a hard saying) ; say all 
that it is possible for imagination to say, the fact remains 
that the Roman Catholic Church receives from her people 
the exact things that she asks from them : observance of 
all church requirements and appointments. How can we 
explain this ? There is only one possible explanation, and 
that is the early continuous, studious and thorough train- 
ing of the child! If children can be so trained in strange 
religious and superstitious rites as to be controlled by such 
beliefs through all the later years of life, what might not 
be accomplished by devoted training of our Protestant 
children in the truth! 

Did not St. Francis Xavier say, "Give me the children 
until they are seven years old, and any one may take them 
afterwards"? Did not Xavier go through the streets of 
Goa ringing a bell, entreating parents and householders 
to send their children and slaves to be instructed ? And 
be it said, St. Francis Xavier left the impress of his teach- 
1 Dr. Josiah Strong, The New Era, p. 203. 
16 



THE STRATEGIC WORK OF THE CHURCH 

ing on India. And how did Ignatius Loyola, the founder 
of the Society of Jesus, with Lainez, Aquaviva, Xavier 
and others, despairing of turning back the tide of battle 
against Rome and her institutions, plan to save their 
Church ? "They conceived the plan of reaching out after 
the children of the combatants, and of rearing up in them 
a new generation of lovers and defenders of Rome." * So, 
too, the first work of the Jesuits was for the young; and 
history records that by training of youth in schools they 
"arrested the Reformation in its onward and apparently 
triumphant advances." The principle that the young are 
the hope of the Church has never been forgotten by Jesuits 
and Catholics. It is for us now to recognize that it is 
possible to train children so that when grown they will 
remain faithful to Christ and His Church. Yet how 
vast the number of young people that fall away from 
Bible-schools and become a part of that great army of 
the "unchurched masses." 

The Church's neglect of youth is seen in two ways, 
(i) Because it is possible for the Church to reach and 
retain our youth. Nine-tenths of those who come into 
the membership of the Protestant churches in our country 
do so before they are twenty years of age, and 83% of our 
communicant membership comes from the Sunday-schools. 
(2) The Church's neglect is further seen in that it has 
permitted multitudes of youth to drift from its doors for- 
ever into the world. Through a comparison of the number 
of children in attendance upon Sunday-schools with the 
number of children within the scholastic age of five and 
eighteen years as reported periodically through our na- 
tional census, we may say, as a conservative estimate, that 
over 40% of the Protestant unchurched masses were once 
within the pale of the Church. It is not speaking too 
strongly, therefore, to say that the Protestant Church has 
1 Porter's Educational Systems, p. 4. 
17 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

either been strangely ignorant of its duty or criminally 
negligent of what clearly was its duty ! If not, then why 
is it that the "masses" once within the Church were not 
held? We do not ignore the forces of evil and the sec- 
ular spirit of the age. Recognizing all, our question is 
yet pertinent. 

The Scriptures emphasize duty to children in emphatic 
ways. "Train up a child in the way he should go: and 
when he is old, he will not depart from it." 1 Have you a 
son who has "departed" therefrom? Do you know a Burns 
whose life and genius is being consumed with poignant 
remorse? Many are the bright lads who, for want of 
guardianship and Christian nurture, have suffered indis- 
cretions, — with the result that hundreds of thousands of 
grown men carry with them through life burning remorse, 
the ghost that will not down, and habits that hold like 
chains of steel ! Who is to blame ? Perhaps parents are ; 
perhaps brothers or sisters are. But failure of a home 
does not absolve the Church from its responsibility; does 
not justify the criminal neglect of the members of the 
Church, of which these sometime prodigals ought to have 
remained an integral part! It was duty to the death to 
have nurtured, trained and held these youth in the way 
of virtue, and in the beautiful way of God. If there are 
prodigals in our families and in our churches, the fault is 
ours! Is this putting the truth too strongly? Then 
listen to these yet stronger words from such a man as the 
Rev. G. Campbell Morgan : "A man that cannot hold his 
family together for Christ by the attractive power of 
Christ in his own life isn't wanted in the Church ; let him 
keep out. That man cannot do anything for God in 
public places if his own home is devastated and broken 
up by the principle of rebellion against God. And if the 
influence a man is exerting on his family is an influence 
1 Prov. 22 : 6. 
18 



THE STRATEGIC WORK OF THE CHURCH 

that scatters, that man is not with Christ. If you are 
with Christ, hold your bairns for Him, and your family 
will be God's first circle of the Kingdom, as it always has 
been, and it will be a witness to the power of Christ in 
you and through you to gather men together." 1 The 
fault is ours. How many promising young lives have 
been blighted, how many brilliant hopes sadly ended, how 
many a young man in his strength, walking as Carlyle 
said of Burns, with hoofs of fire, his path in the heavens, 
but ending his career, like Sampson, blind and grinding 
corn in the prison of those who once had been his servants, 
all because parents and churches have been criminally 
negligent of the religious training of their children ! There 
are many, doubtless, who will deny this, and try to shield 
themselves of the shame of its truth. To such I believe, 
the Son of Man, who, pointing to a little child, said, "Of 
such is the Kingdom," and who also said that children 
are His representatives and that if we neglect them we 
neglect Him, — to such, I believe, the Son of Man is say- 
ing, "How often would I have gathered thy children to- 
gether, even as a hen gathereth her chickens under her 
wings, and ye would not! Behold, your house is left 
unto you desolate." 2 Is it not time that we acknowledge 
our sin, and address ourselves to the work with a new 
purpose ? 

II. There are several reasons why, as churches, we 
need to devote ourselves to the religious instruction and 
nurture of our youth. I. The future of the Church 
requires it. The question facing us is not merely, "What 
of our Church to-day?" but also, "What of the Church 
of to-morrow?" "Lovest thou me?" says Jesus; "then 
feed my lambs." Not until He speaks the second time 
does Jesus say, "Feed my sheep." 3 Why? Because the 

l The True Estimate of Life, p. 109. 
2 St. Matt. 23 : 37, 38. 3 St. John 21 : 15-17. 

19 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

lambs are the hope of the flock. The Church of the future 
is the child of to-day! I sometimes go into beautiful 
vineries on an ocean island, and I have marvelled as I 
have looked upon sturdy, strong peach-trees growing flat 
against the wall, spreading out like the leaf of a great 
palm. How came this peculiar and beautiful growth? 
It was so trained from the first when a mere twig; when 
young and pliant, the nature of its growth was determined 
by the hands that tended and guided it. And such de- 
termining of growth is quite as possible of people as of 
trees. What stronger testimony of the value of early 
religious training and of the value of the Sunday-school 
is possible than the fact, namely, that 83% of all who 
come into the communicant membership of churches 
come from the Sunday-schools? Yet, when the 
Sunday-school was first organized men said, "It will kill 
the Church." The very opposite is true. It has saved 
the Church; but for the Sunday-school we would have, 
humanly speaking, no Church to-day. Now it is incon- 
trovertible, it is absolute, a statement that admits no 
question or shadow of doubt, that if we truly nurture the 
children to-day, we have secure the Church of to-morrow ; 
that if we truly train the child, we have saved to himself 
and to God the grown man ! 

2. This, then, the saving of our youth, is another rea- 
son for addressing ourselves to the Christian nurture of 
children. Think of it, 70% of the men in our State 
penitentiaries and reformatories are young men un- 
der thirty-three years of age! Place this statement, as 
you ask, "Who is to blame?" — place this statement along 
by the significant words of Lord Shaftesbury, who, speak- 
ing out of his life-long experience and study, said that it 
had been his observation that if a boy is kept pure and true 
up to twenty years of age there is only one chance in fifty 
against him as to an honorable life thereafter. If we need 

20 



THE STRATEGIC WORK OF THE CHURCH 

any other word to show that we must save the boys if we 
are to save the men, we have but to recall that only one out 
of ten of all our Church communicants have come into the 
membership of the Church after reaching the age of 
tewnty-one. 

3. Again, there is urgent reason for giving ourselves 
to the Christian nurture of youth, because the assault of 
Satan is on this possible army of God. See the adver- 
tisements in newspapers on "weakened manhood" and 
things of a similar nature intended to entrap our boys ; 
see the tons of infamous printing, the "nickel" novels, 
immoral pictures and other "literature" that poison young 
minds. 

The New York Society for the Suppression of Vice 
have seized and destroyed 82 tons of salacious literature, 
obscene pictures, etc. Among things of a similar sort 
are the following : Book and sheet stock seized and de- 
stroyed, 73,660 pounds ; obscene pictures and photo- 
graphs, 904,440 ; negative plates for making obscene pho- 
tographs, 9,387 ; engraved steel and copper plates, 425 ; 
woodcuts and electro-plates, 1,033; stereotype plates for 
printing books, 28,050 pounds ; lithographic stones seized 
or destroyed, 58 ; articles for immoral use, 99,563 ; circu- 
lars, catalogues, salacious songs and "poems," 1,679,941. 
Awful as this record is, the half has not been told. This 
society is still prosecuting its needed work with results 
yearly that show the perils of our youth. Mr. Anthony 
Comstock, secretary of the society, tersely calls the deal- 
ers in such wares "Moral Cancer Planters." By every 
possible means they get their "literature" and advertise- 
ments into the hands of the boys and girls of our schools. 
Mr. Comstock says : "Like the fiery serpents of old, they 
are moving amongst these millions of developing souls, 
infecting them with moral leprosy — stinging them to 
death." Again he says : "Like the plagues of Egypt, in- 

21 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

sidious foes enter our homes, surround our hearthstones, 
invade the sleeping-rooms of our children, and encompass 
our youth with an environment worse than that of scor- 
pions and adders." 1 

4. In addition to all this, the ordinary distractions of 
social life are almost overwhelming. Even many older 
persons drift on the currents of worldliness, commercial- 
ism, materialism, Sabbath pleasure-seeking and social dis- 
sipations that surge through all life. How is it 
possible to counteract such influence? The public 
schools do not teach the Word of God, and Christian 
training in a vast majority of homes does not go beyond, 
if so far, as the simple prayer, "Now I lay me down to 
sleep." For asking the blessing, "There is no time." Fam- 
ily worship is a lost art. Bible study at home is the excep- 
tion. How many Sunday-school scholars know their les- 
sons? It falls to the Church, therefore, to do what 
others do not do for the religious instruction and training 
of youth ; and it falls largely and naturally to that depart- 
ment of the Church which we call the Sunday-school. 

5. There is yet another reason why the Church should 
be instant in season and out of season in the Christian 
nurture of children. Because they do not know how best 
to care or choose for themselves. Even older per- 
sons are sometimes led from just judgments and some- 
times are led into evil. Who has not been betrayed 
through believing an untruth? — some inference or insin- 
uation of "just a remark"? Who has not been led into 
habits of extravagance through the examples of one's 
neighbors? It appears impossible to escape the influence 
of associations! If men whose characters are supposed 
to be settled are so swayed, what may not be the danger 
of youth whose characters are yet pliable and only now 
taking form ? 

*Traps for the Young, p. ix. 
22 



THE STRATEGIC WORK OF THE CHURCH 

III. Conclusion. Crystallizing our study into practi- 
cal principles, we enumerate the following : Our youth are 
sure to meet with temptations in most insidious forms the 
minute they cross the threshold of the home or of the 
Church into the world; the best and only service we can 
render, therefore, is to fortify them against temptation; 
and to render such service we must do the utmost possi- 
ble for the establishing of faith and character, both in 
the home and the Church ; if the home fails to do its part, 
the Church dare not fail in doing her part ; the neglect of 
the one but increases the responsibility of the other. That 
the Church has not been faithful to this appointed task in 
nowise justifies neglect now. God can forgive the past. 
We alone can redeem the future. 

With such impelling thoughts upon the necessity of the 
Christian nurture of youth, we see the widening of the 
scope of Sunday-school work ; the urgency of the teaching 
function of the Church ; the desperate need of religious in- 
struction and training of youth because the children of to- 
day are the Church, or the unchurched masses, of to-mor- 
row ; because the saving of our youth requires such work ; 
because the favorable time of reaching them religiously is 
now; because the assault of Satan is on this possible 
army of God; because the ordinary distractions of social 
life are almost overwhelming ; because youth do not know 
how best to care and choose for themselves ; and we see 
also the imperative demand that the Church shall more 
largely co-operate with the Bible-school and the Bible- 
school with the Church, until we shall identify Church 
and school, saying that the one is in the other and the 
other in the one, and that both are as salt and light in this 
darkling world. 



23 



CHAPTER III 

THE GRADED SCHOOL AND OUTLINES OF STUDY, SUPPLE- 
MENTAL LESSONS, AND HOW TO ORGANIZE 
A GRADED SCHOOL 

The graded Sunday-school. The inspiring results of 
this new system impel our interest in the plan. The Rev. 
Horace R. Fell, B.D., of that very successful school of the 
Church of the Messiah, Brooklyn, N. Y., says : 
"Our course of study is, I think, the foundation 
of what success our school has met with. It pro- 
vides a natural system of grading for the school ; it leads 
the children gradually to an intelligent study of the Bible, 
and solves the problem of holding the young men, 
because they are interested. By the time they have fin- 
ished the course in the main school, they are ready to 
take their places in the Bible Class, or to be teachers, well 
equipped for their work, in the main school. More than 
this, they have learned to love the Church, so that no 
special effort is needed to encourage church attendance. 
The result, so far as holding young men is concerned, is 
shown by the fact that in our Confirmation classes we 
have as many young men as young women." 

I have received similar encouraging words from work- 
ers in different denominational schools of widely varying 
conditions — in cities, towns and country — bespeaking 
splendid results through the graded plan. 

What is the meaning, popularly speaking, of a graded 
Sunday-school ? Grading is the orderly arranging of the 
school into classes and departments for the systematic 

24 



THE GRADED SCHOOL 

and progressive study of the Bible, and for Christian nur- 
ture; the members of the classes and departments being 
classified as may be consistent with age and advancement, 
and following as nearly as possible, usually, the grades 
laid down by the graded day schools, the lessons and 
methods of teaching being adapted to the pupils of the 
several departments. Of course, the graded plan must 
be adapted to the peculiar needs of each school. To for- 
get the law of adaptability is to widely fail of our end. 
So we find varying graded plans. 

What are some of the advantages of the graded system ? 
Keeping in mind that the ultimate end of the Sunday- 
school is for the creation and development of Christian 
character, and keeping in mind that divine principle of 
revelation that holy character is the fruit of truth, we may 
say that a gain of the graded system is in the presenta- 
tion of truth in ways better adapted to the limitations or 
advancements of pupils, and better suited to their religious 
needs. The graded system also clarifies a pupil's concep- 
tion of the Bible, presenting a clear and broad outline of 
the Scriptures, their substance, order, arrangement, devel- 
opment and meaning, — and presenting their great under- 
lying cardinal doctrines. In place of chaos, there is order 
in the pupil's mind, — truth on which one can stand, and 
by which one can grow ''in the beauty of holiness." There 
is further gain in the recognition of this system that for 
the sustained interest of a pupil there must be real prog- 
ress, and recognition on the part of the school of that 
progress. For this the graded school provides. 

I. Outlines of Bible courses, and supplemental les- 
sons. To construct a graded school it is not neces- 
sary to supplant, but to supplement, the International Les- 
sons. At the recent Chicago conference in the interests 
of religious education the belief was expressed that the 
International system is the best system at present, for 

25 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

a large percentage of schools. But unless all signs fail, 
that system will soon be modified. Many ardent friends 
of that system recognize the value, and the urgent neces- 
sity, of a supplemental series of lessons in conjunction 
with that system, if our Sunday-schools are to do the 
work that we have a right to expect them to do. 

i. To this end I desire to commend the graded course 
of study and supplemental lessons, which are taught in 
addition to the International Lessons, of the First Pres- 
byterian Bible-school of Grand Rapids, Mich. The fol- 
lowing is the outline of study, with small additions which 
have been made for a more suggestive plan : 



PRIMARY DEPARTMENT. 



The Cradle Roll. 

Our "Cradle Roll Department" shall consist oj all those 
children, in the families of our parish, under the usual Sun- 
day-school age. On this roll we shall desire to record the 
names of such children from birth up to the time of entering 
the primary classes. Such children shall be remembered in 
our prayers, and upon each baby's birthday a birthday card 
shall be sent to them as a token of remembrance and in- 
terest, and there shall be such other attentions from time to 
time as may seem desirable. When the name of a child, with 
date of birth, has been enrolled, a Certificate of Enrolment 
shall be given to the parents of the child, and the child's name 
engrossed upon the roll. 

Classes. 

Golden Text. The Lord's Prayer. Psalm 23. 
First Year. Golden Rule (Luke 6:31). Christ's Invita- 
tion to children (Matt. 19: 14). 

26 



THE GRADED SCHOOL 

Golden Text. Beatitudes (Matt. 5:3-12). God's 
Second Year. Love verse (John 3: 16). Names of the four 
Gospels. Doxology. 



Golden Text. Lesson Title. The Ten Com- 
mandments. The Two Great Commandments 
Third Year. (Matt. 22:37-40). One Giving verse. One 
Temperance verse. Coronation Hymn. Books 
of the New Testament. 



INTERMEDIATE DEPARTMENT. 

The Lesson Title, Golden Text and Lesson Story of the In- 
ternational Sunday-school Lesson throughout the course. 



First Year, Names of the twelve apostles. 
Age 8. Names of the Books of the Bible. 
One Psalm. 



SecondYear, Original language and writers of the New 
Age 9. Testament. Apostles' Creed. One Psalm. 

Review of the work of previous years. 



Original language of the Old Testament. 
Books of the Bible classified. One Psalm. 
Third Year, Who was Adam? Noah? Abraham? Jacob? 
Age 10. Joseph? Palestine : location, names, divisions, 

map (be able to draw), size, surface, climate, 
fertility, people (number and occupations), 
cities, present condition. 



One Psalm. Who was Moses? The story of 
his life. Journey through the Wilderness. 
Fourth Year, The Tabernacle: describe it. Its use? Who 
Age 11. was Joshua? Samuel? Jerusalem: location, 

age, size, population, walls, gates, buildings, 
modern Jerusalem. Review of the work of 
previous years. 

*7, 



MODERN METHODS IN SUNDAY-SCHOOL WORK 
JUNIOR DEPARTMENT. 

The Lesson Title, Golden Text and Lesson Story of the 
International Sunday-school Lesson throughout the course. 



Eccles. 12 : 1-7. Who was the first King 
of Israel? The second? The third? Give 
First Year, dates and short story of life of each. The 
Age 12. Temple: describe it. When and where built? 

Materials used. Purpose. What building oc- 
cupies the ancient site? 



Second Year T ^ or * I3 ' Who wrote ^ e Psalms? What is a 

Ace 11 prophet? Name some of the prophets. Tell 

something about Elijah, Elisha, Isaiah, Daniel. 



Read St. Luke's Gospel. In connection with 

Third Year, the reading, study outlines of the life of 

Age 14. Christ in "Legion of Honor Normal Bible 

and Training Lessons," by Prof. H. M. Hamill. 



Read the Book of The Acts of the Apostles; 
describe the beginning of the early Christian 
Fourth Year, Church. Tell about Pentecost. The first 
Age 15. great sermon. The first Christian martyr. 

The great Apostle Paul: when and where 
born, education, religion, conversion? What 
countries did he visit? To whom did he write 
letters? When and where did he die? Thor- 
ough review of work of all previous years. 



In addition to the diploma, a Teacher's Bible will be given 
to the scholar graduating from this department who will 
learn and recite at one time, and without error, the West- 
minster Shorter Catechism. 

28 



THE GRADED SCHOOL 
SENIOR DEPARTMENT. 



Thorough study of the International Sunday- 
First Year. school Lesson, including time, place, persons, 
connections and personal application. 



Second Year. Same as above. 



Third Year. Same as above. 



ADULT DEPARTMENT. 

This department shall include: 
i. The Advanced Bible Classes. 

The number in attendance upon this hour is increasing, and 
all the men and women of the congregation are invited to 
unite in this Bible study, which is now being conducted with 
such satisfaction and helpfulness. 

2. The Home Department of Bible Study. 

The Object: The Home Department has for its object the 
systematic reading and study of the Bible in our homes. 

For Whom: It is established for the benefit of those who 
cannot attend the Bible classes at the church, or who can be 
present only occasionally. 

Plan: A card of membership will be given to those who 
desire to join. 

A copy of "The Westminster Quarterly," containing a list 
of "Daily Home Readings," "The International Lessons," 
with critical notes and applications of the lesson, will be fur- 
nished each member. 

Each one can select from the above that which is most help- 
ful and suggestive. 

Each member will devote one-half hour or more each week 
to the. reading and study of the references selected. 

This outline of study is printed in a neat leaflet of some 
twelve pages, and with the following introduction : 

The purpose of this little course of supplementary work is 

29 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

to aid in making Bible study attractive and profitable, and to 
stimulate study by recognizing the efforts of each scholar. 

The plan is to divide the school into five departments : Pri- 
mary, Intermediate, Junior, Senior and Adult, the course be- 
ing three years in the Primary, four years in the Intermedi- 
ate, four years in the Junior and three j^ears in the Senior. 

The classes are arranged theoretically according to age, 
scholars graduating from the Primary department at the age 
of eight years. 

Every scholar is expected to know the requirements of his 
class before passing to the next higher. Promotions from 
class to class are made upon recommendation of the teacher; 
from department to department, upon examination by the offi- 
cers and teachers of the school. 

Our Class Book, which records Attendance, Lesson 
Learned, Collection and Deportment, is part of our plan. Its 
records are one of the factors considered in making promo- 
tions. 

A diploma will be given to all graduating with honor from 
department to department. 

The International Lessons now in use in our school are the 
Lessons to be taught in the classes. The supplementary 
work here outlined may be taught at the convenience of the 
teachers, and will from time to time be recited in concert in 
the opening exercises of the school. 

We believe that Bible knowledge is essential to Christian 
character. To that end, we ask the sympathy and support of 
the home in our plan. 

2. As a comprehensive curriculum, showing at once 
the larger scope of Sunday-school work and the value of 
the graded plan, I commend the splendid system of the 
school of the Church of the Messiah, Brooklyn, N. Y. 
One cannot study this school without feeling a new en- 
thusiasm in the larger opportunity of helping children, 
of indoctrinating them, and of leading them on into the 
Church and the joyous service of God. This school is 
divided into five grades, exclusive of the Bible class ; the 
main school into four, with an examination at the end of 
each year's work. The children study Catechism, Chris- 

30 



THE GRADED SCHOOL 

tian Year, Prayer Book (its history and meaning of the 
various services), Gospels (as appointed to be read each 
Sunday and Holy Day). Thus their whole Sunday-school 
life is a constant progress in definite systematic teaching. 
The children themselves can note the progress they are 
making, as in the day-school ; their interest is thus main- 
tained without resort to prizes, although a prize is given 
to the boy or girl in each grade who passes the best ex- 
amination. The International Lessons are not used in 
addition to the course of study outlined. They are 
used, however, in adult Bible classes, the idea being to 
drill the children in fundamentals of the faith, and then 
when they reach the Bible classes they can study the Holy 
Scriptures in general more intelligently. 



First Grade, Outline of the system. The first grade, or pri- 
Age 5-10. mary class, is placed in charge of a trained 

kindergartner, who is paid for her work. 
For convenience, the primary school is di- 
vided into classes of about ten, each class 
in charge of a teacher who keeps order, 
marks the attendance, calls on the children, 
etc. But the teaching proper is done by 
the paid kindergartner. The children in 
this grade are from five to ten years of age. 
The study is of Bible stories, taken chiefly 
from the life of our Lord. No examina- 
tions are given in this grade, but when the 
superintendent of the department considers 
that the members of a class are ready for it, 
they are placed in the main school, or 
grade two. 



Second Grade. Here they begin to study the Catechism. The 
little children who enter the main school 
from the primary department are given as a 

31 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Second Grade. text-book The Church Catechism Illustrated, 1 
by Mrs. C. H. Smith. Older children 
who may enter the school without hav- 
ing previously studied the Catechism are 
also placed in this grade, but these are 
given a copy of the Book of Common 
Prayer, and pupils study their Catechism 
directly from that, the teacher explaining 
each question and answer as it is taken up. 
To aid them in this work, the teachers are 
supplied with a small book, entitled Les- 
sons on the Church Catechism? by the 
Rev. A. Cluny MacPherson, M.A. In addi- 
tion to this, teachers are encouraged to buy 
and read other books on the Catechism. 



Third Grade. The third year all scholars of grade two (ex- 
cept those who show marked deficiency) 
are promoted, with their teachers, to grade 
three. Here they study what is known as 
The Church Year. They are taught 
what portion of the Christian's belief is em- 
phasized by each church service as it 
comes. Thus, Advent teaches about the 
first coming of Christ, and reminds us of 
the second. Christmas places before us 
the great fact of the Incarnation. And so 
on each season and Holy Day in the 
Church's year is taken up, the children are 
taught what Christian truth it stands for, 
are made to pick out the particular article 
in the Apostles' Creed representing that 
truth, and are required to look up Bible 
passages telling about it, and to find the 
Collect, Epistle and Gospel for that day in 

1 Published by Edwin S. Gorham, 281 Fourth Avenue, New 
York City. 

a Published by the Church of England Sunday-school In- 
stitute; imported by Thomas Whittaker, 2 Bible House, New 
York City. 

32 



THE GRADED SCHOOL 

Third Grade. their Prayer Books. Thus each article in 
the Creed is connected for the children with 
some living fact in our Lord's life and 
work. At the end of this year the creed 
means something to even the little tots. At 
the close of the year this grade is subjected 
to a written examination. Questions are 
prepared and given to the children to be 
answered in writing at home, and returned 
the following Sunday. The questions are 
simple, but such as to bring out the mean- 
ing of the chief events in our Lord's life. 
The following questions and answers will 
illustrate: With what season does the 
Church year begin? "Advent" What 
does Advent mean? "Coming." How many 
comings of Christ are spoken of in the 
Creed? "Two." Give the articles of the 
Creed which refer to these comings. "Born 
of the Virgin Mary." "From thence He shall 
come to judge the quick and the dead." 
About what does the Christmas season 
teach us? "The Christmas season teaches 
us that Christ did not come into the world 
as a King, but very humbly, as a little 
baby." What event in Christ's life does 
Epiphany commemorate? "His manifesta- 
tion to the Gentiles, who were represented 
by the three wise men." What does Easter 
teach us about Christ? "Rose from the 
dead." Give the article of the Creed which 
expresses this. "The third day He rose 
again from the dead." What does Easter 
teach us about ourselves? "That we will 
live after we die, if we live good lives here." 
"That we shall be raised again from the 
dead the same as Jesus." Give the article 
of the Creed which expresses this. "The 
resurrection of the body and the life ever- 
lasting." These answers are selected from 
various papers written by boys and girls 
from eleven to fourteen years of age. The 

33 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Third Grade. papers are corrected, marked and returned 
to the pupils. 

The children in this grade are given as a 
text-book A Catechism on the Church Year? 
by the Bishop of Pittsburg. Some of the 
classes also use Miss Patterson's Chart of the 
Christian Year. 2 In addition the teachers are 
given a copy of The Trinity Course of Church 
Instruction. 3 To this book this school regards 
itself indebted for the main outline of its 
course, and the suggestions of examinations. 



Fourth Grade. After a year of such instruction the scholars, 
with their teachers, are promoted to grade 
four. (The penalty for idleness and neg- 
lect of work thus becomes the loss of 
teacher and companions, — an excellent in- 
centive to work.) In this grade the study 
of the Book of Common Prayer is taken 
up. The book itself is placed in the hands 
of the children as a text-book. They are 
taught how to use it. The principles of 
public worship are explained to them. They 
are given a general history of the growth 
of the book. They study the table of con- 
tents and are taught the rationale of each 
service. They are shown how to find the 
proper Scripture lesson for each day, and 
thus it is impressed upon them that the Church 
instructs her members to read their Bibles 
through over and over again each year, and to 
this end has mapped out a certain portion 
for them to read each day. The work of 

1 Published by the Young Churchman Company, Milwaukee, 
Wis. 

2 Obtained at any book-store handling Episcopal Church 
publications. 

8 Compiled by the Rev. C. M. Beckwith, and published by 
E. S. Gorham. 

34 



THE GRADED SCHOOL 

Fourth Grade. the present year brings a review of the 
Catechism, studied two years before, a 
fuller explanation of the meaning of bap- 
tism and the holy Communion, and natu- 
rally leads to the first steps toward a prep- 
aration for Confirmation, — the children in 
this grade being from twelve to fifteen 
years of age. For their use in this grade 
the teachers are supplied with a copy of 
Lessons on the Prayer Book, by the Rev. A. 
Cluny MacPherson, a companion volume to 
his Lessons on the Church Catechism. Usu- 
ally, however, they supplement this by obtain- 
ing such other books as may be recommended 
from time to time. One such, particularly 
worthy of mention, is The Teacher's Prayer 
Book, 1 by the Right Rev. Alfred Barry, D.D., 
D.C.L. 



Fifth Grade. After a year in Grade Four, the class is pro- 
moted to Grade Five. In this grade the 
Book of Common Prayer is still used as a 
text-book, but now the attention of the 
class is fixed upon a study of the Scripture 
contained in the Prayer Book. They study 
the Collect, Epistle and Gospel for each 
Sunday. They try to find the keynote of 
each Sunday's Scripture teaching, the main 
truth set forth in the Gospel and in the 
Epistle. Usually the main thought in each 
is the same, and the Collect "collects," or 
gathers up the teaching of both Epistle and 
Gospel. This year's work takes the stu- 
dent over much the same ground he trav- 
elled two years before, in Grade Three, only 
now he can go more into detail and appre- 
ciate more fully the circle of truths taught 
throughout the Christian year. In this 

1 Published by E. and J. B. Young and Company, 7 West 
18th Street, New York City. 

35 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Fifth Grade. grade the teachers are given for their use 

a copy of The Trinity Course above men- 
tioned, also A Manual of Instruction upon 
the Collects, Epistles and Gospels for the 
Christian Year, 1 by the Rev. George W. 
Shinn, D.D., and Lessons on the Gospels 
for Sundays and Holy Days, 2 by Alice M. 
Cawthorn. The children enter this grade 
at from thirteen to sixteen years of age. 
So that when they have finished it, they 
have reached the age when Sunday-school 
classes are so apt to "break up" and 
drift away. If this tendency does not ap- 
pear, the class may go on as a Bible class. 
Teacher and scholars are by this time both 
fitted to undertake a more or less inde- 
pendent study of the Bible with both pleas- 
ure and profit. Usually, however, after the 
end of this year some of the scholars go 
into the larger Bible class, which has a sep- 
arate room and is conducted more or less 
as a lecture given by the teacher, with op- 
portunity for questions and discussions by 
the scholars; others take classes in some 
of the lower grades, and the teacher takes 
another class to bring up through the vari- 



3. With the above outline of courses before us, we are 
ready to consider a published system of graded lessons 
for a graded Bible-school that already is in large use and 

1 Published by Thomas Whittaker, New York City. 

2 Published by the Church of England Sunday-school In- 
stitute; imported by Thomas Whittaker. 

3 The superintendent of this school, Rev. Horace R. Fell, 
B.D., to whom I am indebted for this outline, regards this de- 
scription as more or less ideal; but we are grateful for the 
ideal. The superintendent also expresses his indebtedness 
for much in his system to the recommendations made by the 
Sunday-school Commission of the Diocese of Long Island. 



36 



THE GRADED SCHOOL 

in increasing demand. I desire to commend the Bible 
Study Union (Blakeslee) Lessons^ as a thorough, 
comprehensive, simple, satisfactory and scientific system 
of graded lessons, and as suited to the urgent need of the 
day for a graded course of study. These lessons were 
first issued for sale in 1891, and are now in use in all the 
great evangelical denominations of America and in many 
other lands, portions of them having been translated into 
ten or more foreign languages for missionary use, and 
other translations are now being made. In our home 
land the use of these lessons has secured increased and 
more regular attendance in hundreds of Sunday-schools, 
and has inspired a new interest in, and love for, Bible 
study on the part of thousands. The increasing use of 
this system is its own best testimonial, but I cannot do 
less than express my most clear conviction and consci- 
entious judgment that this system meets an urgent need. 
It has many advantages. It plans: 

( 1 ) For a systematic and successive study of the Bible, 
the lessons comprehending entire Scripture sections in- 
stead of a few verses, and sometimes several chapters are 
used for one lesson. 

(2) For a personal study of the Scriptures. The Scrip- 
ture lessons are not printed verbatim, but are referred to 
only ; pupils must handle their Bibles and personally read 
them. This is a great gain. 

(3) For appeal to the personal interest of the pupils. 
Series of printed questions on every lesson are placed in 
their hands, with blank spaces for written answers. Some- 
times letters to teachers are required; also drawing, col- 
oring, etc. There is satisfaction in doing things, and the 
habit of searching the Scriptures and writing the answers 
not only interests the pupils, but also fixes the lessons in 

1 Address Bible Study Publishing Company, 95 South Street, 
Boston, Mass. Specimen copies are sent on request. 

37 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

the mind. This method, too, greatly promotes home 
study. 

(4) For the adaptation of material and of method to 







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I. Two years can be given to each grade in. the Main School, instead of th 
9. Adults can take Sixth grade, instead of Seventh, if preferred. 



ree, if desired. 



A school using these lessons in order studies all the grades in any series at the same 
time, and " goes through" the Bible once every three years, but takes up the same 
series only once in six years, at which time each scholar or class studies ii in, 
a grade so much higher than before as to have practically new lessons. Thus a child; 
beginning these lessons at five, with the first grade — Primary Cards —of the Great Men, 
of Israel series, would study that series next at eleven, in the Junior grade, and so on. 
The same is true in substance wherever one begins. By thus combining frequent re- 
views of the general material studied with great variety in topics and steady progress 
in the purpose and methods of study, interest is maintained and rapid advance in knowl- 
edge made. The results attained in this way are exceedingly satisfactory. 



the various ages and requirements of pupils; the whole 
school studying the same passages, but with lessons 
adapted to the varying ages. 

38 



THE GRADED SCHOOL 

(5) For the formation of Christian character and the 
deepening of the spiritual life, the lessons being carefully 
arranged with view to a steady acquisition of Bible truth, 
and the practical spiritual application of the lessons. 

The diagram on the preceding page, prepared by the 
Bible Study Publishing Company, shows the series and 
grades, through the system, with the approximate ages of 
the pupils in each grade, and the steps of progress from 
the first grade up, when the six series are used in order. 

Trinity Sunday-school, Newport, R. L, using the Bible 
Union Lessons, consists of seven grades, two in each de- 
partment, beginning with the Primary, the Bible class, a 
graduate class, being counted as one grade. A period is 
two years; and promotion from grade to grade and de- 
partment to department is at the end of each period. A 
child starting in the primary at six graduates at eighteen, 
since there are two grades in each department and two 
years have to be spent in each. 

The Manual, Teachers' Helper and other aids, pub- 
lished as a part of this system, are of the very highest 
order, — helpful, suggestive and stimulating, giving to Bi- 
ble study a new, fresh interest. 

II. Miscellaneous requirements of graded schools. 

1. In the Junior Department of the Hope Congrega- 
tional School, Springfield, Mass., the teacher takes fifteen 
minutes to teach a supplemental lesson ; all that has been 
learned in the lower grades is reviewed — Scripture pas- 
sages, beatitudes, commandments, books of the Bible, etc. 
In addition to this there is the study of Bible characters, 
sometimes of places. The supplemental work varies each 
year in this department. The children who have mas- 
tered the work are graduated at twelve years. If they 
do not master the required work they are kept back two 
years and then graduated "on account of age," but with- 
out having part in the public exercises. 

39 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

2. In the First Baptist Sunday-school, Plainfield, 
N. J., where the International Lesson course is used, the 
superintendent teaches the supplemental lessons, which 
include the books of the Bible, of what each book and 
division treats, and many facts about the Bible, its ancient 
and modern name, when written, by whom, when trans- 
lated, etc. A Psalm or passage of twelve verses is learned 
each quarter. 

3. The requirement for promotion from the Senior 
Intermediate Department to the Young People's Depart- 
ment in the Ruggles Street Baptist Sunday-school, Bos- 
ton, Mass., is a satisfactory examination on the four great 
institutions, preparatory to the Christian Church, in the 
development of the divine purpose of redemption: (1) 
the Altar, the earliest institution for worship; (2) the 
Tabernacle, which was an outgrowth of the Altar; (3) 
the Temple, which was a development of the Tabernacle ; 
(4) the Synagogue, which was supplementary to the Tem- 
ple, and formed an important step toward the Church of 
Christ. 

4. Pupils in the Park Church school, Elmira, N. Y., 
before entering the main school must be able to recite 
from memory the Scriptures of the Church's liturgies, 
the invitations of Jesus, the errand of Jesus, etc., the Ten 
Commandments or Ten Words of Jehovah, the sum of 
the commandments as given by Jesus, the Lord's Prayer, 
the Apostles' Creed, the Te Deum, the Gloria, the Mag- 
nificat, and twenty-four of the old and approved hymns 
of the Church. Upon graduating from the preparatory 
course into the regular course the church gives each 
pupil a Testament with a certificate of studies covered 
inscribed within. At the close of each year, at Anniver- 
sary Sunday or Commencement, each pupil is given a cer- 
tificate stating that the work has been satisfactory, if it 
has been. If not, and he wishes to continue, his gradua- 

40 



THE GRADED SCHOOL 

tion is simply deferred one year. Some drop out and go 
to other Sunday-schools in the city, where little is required. 
At the graduation exercises pupils are given a Bible or 
Bible Dictionary suitably inscribed by the pastor, and a 
certificate or diploma, and are urged to confess their faith 
openly before the church and congregation. From twen- 
ty-five to fifty each year make public confession of faith in 
this school. 

III. Miscellaneous suggestions in operating the graded 
schools. 

i. Teachers do not advance with pupils from the 
Primary Department, but advance usually with scholars 
from grade to grade in other promotions until scholars 
are graduated into the adult department. 

2. In certain schools some departments and classes 
meet at different hours. In the Ruggles Street Baptist 
Church, Boston, Mass., the Mothers' Class numbers prob- 
ably a hundred and fifty, and is divided into two sections 
for the purpose of meeting the convenience of the moth- 
ers, one meeting at two o'clock, the other at four. It is 
worth remarking that to these classes are welcomed 
women who have little children and who have no one at 
home with whom the children can be left. When neces- 
sary they are entertained by a caretaker in a separate room. 
Again, though the session of the school is not until two 
o'clock, at a quarter past twelve, following the morning 
service, there is a class for young women who cannot come 
so well at two, and also an adult class for those who would 
prefer to stay at that hour. At the same time the Chinese 
Department meets in the parlors of the church. There is 
also a class in New Testament Greek, taught by a compe- 
tent professor, at 9.30 a. m., as well as a Home Department 
for those who are not able to come to the stated sessions. 
There is a principle involved here that is often overlooked, 
resulting in complaint of superintendents that any class 

41 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

should meet at any time or place other than that of the 
"main school." We shall be helped in remembering that 
our purpose is not to see how big we are, but that men 
shall realize how helpful we are! Our work is to in- 
struct persons in, and imbue them with, the Word of God. 
Therefore, if they cannot or will not come at one hour, 
let us meet them at another. Following such principle, 
we have night schools for secular education. Are the 
children of this world wiser than the children of light? 

3. Another plan is that of a superintendent over 
each department, the superintendent of the school act- 
ing with the superintendents of the departments in an 
advisory capacity, and having, as usual, the responsibility 
of the school as a whole. 

4. Another essential is care in the officering of the 
school and apportioning its work, that the needed work 
of the hour may be done quietly, orderly and efficiently, 
without overtaxing any of those royal of Israel whom we 
call "willing workers." The efficiency of a school is 
sometimes impaired by individual officers trying to do too 
much, indeed attempting to do the impossible, with the 
result of belated reports, records and other inexcusable 
delays that retard the work. Such conditions should 
neither be countenanced nor tolerated; we can deal with 
them kindly, yet firmly and with a strong hand. 

5. The meeting of departments and classes as a 
school for at least a small part of the general exercises of 
each session is customary, but such meeting of the school 
as a whole is only occasional in certain churches, while 
the prevailing tendency with adult classes is to remain by 
themselves to the close of the hour, not returning for the 
closing exercises. 

6. The time usually allotted for the study of the les- 
son in classes should never be encroached upon for any 
reason. Just so far as it is encroached upon, a Bible- 

42 



THE GRADED SCHOOL 

school ceases to be a Bible-school ; it may become a sing- 
ing-school, or a church society, or a club, but it pitifully 
fails of the grand purpose for which it exists, and of the 
magnificent opportunity which it presents. 

7. One of the most significant changes in Sunday- 
school work is the growing tendency of preferring a large 
class with a successful teacher to several classes with in- 
ferior teachers. At last we are realizing that unless we 
have teachers who can teach, our Bible-school is not a 
school. My every study of Sunday-school activity 
deepens the profound conviction that there are urgent 
reasons why "the good teacher" should teach an entire 
department of a school, rather than have the school di- 
vided into several classes with inefficient "teachers." One 
hour a week for Scripture study is all too little; and the 
best possible service for that hour is required. One good 
teacher over each department of the school to teach, with 
several helpers over classes to take records, assist in keep- 
ing order, and to follow up absent scholars, would be a 
tremendous gain over the tolerance of inefficient teachers 
who know neither their lessons nor their pupils, much less 
precise pedagogical principles. 

The First Baptist Sunday-school of Chelsea, Mass., be- 
lieves in "large classes and successful teachers" ; and that 
there is special reason for this plan in adult classes, feel- 
ing not only that it is easier to find one teacher with the 
necessary qualifications than to find a dozen, but also that 
there is a gain in the sense of freedon in class conference, 
and that there are many who will come to a large adult 
class who would hesitate to join a smaller one. 

IV. Graded examinations. The quarterly examina- 
tions are written answers to printed questions, though oral 
examinations are sometimes resorted to. The examina- 
tions mark the progress of the pupil and determine his 
standing in the school. In Trinity Sunday-school, Newport, 

43 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

R. I., examinations are held quarterly. They are written, 
and the questions are prepared for the departments by the 
superintendent, different sets being used for the different 
departments. These examinations are compulsory, and no 
pupil is allowed to go from one quarter to another with- 
out coming up to his duty in this regard. Consequently 
attendance on examination Sunday is usually larger than 
at any other time. The examinations are conducted with 
strictness and care, so that the papers are in reality rec- 
ords of what the pupils know or do not know. The terms 
begin at the same time in day-school and Sunday-school ; 
examinations are practically simultaneous. Preceding 
the examination, a stereopticon lecture on the quarter's 
work is given, and the pupils have the whole subject pre- 
sented to them in the light of the whole, which is a great 
help. 

In the Olivet Memorial Sunday-school, New York, 
three written examinations are conducted in the different 
departments during the year, the examinations being held 
on week evenings. In the Preparatory and Primary De- 
partments the teachers read the questions to the children, 
and write their answers. 

In the Second Baptist Sunday-school, Holyoke, Mass., 
from the Primary to the Junior Department the scholars 
are graduated by oral examinations, certificates being 
given to each scholar so graduated. From the Junior to 
the Intermediate Departments scholars are graduated by 
written examinations, and for extra work laid out by the 
superintendent are given extra seals upon their certifi- 
cates, some scholars having as high as seven seals, other 
scholars having only one, but all graduating into the 
Intermediate Department. 

In the First Presbyterian Sunday-school, Allentown, 
Pa., on the last Sabbath in March examinations are held 
in the following way : Both Junior and Intermediate De- 

44 



THE GRADED SCHOOL 

partment teachers exchange with each other in their re- 
spective departments. Usually the teacher that has done 
good work is exchanged to a class where the teacher has 
not accomplished so much. The reason for this is that 
both may see by comparison what has been done, one 
will be encouraged to do more that goes to a poorer class, 
the other to do better. 

Lists of printed questions for quarterly reviews can be 
purchased at a nominal cost from the various Sunday- 
school supply publishing houses, or from the publishing 
houses of the respective courses of study. 

I am impressed through careful study of a large number 
of graded schools that thorough and exacting work does 
not militate against, but rather enhances, the success of 
a school. In grading the work, as in other goodly en- 
deavors, we must exercise the beautiful graces of patience 
and persistence. We cannot reach our ideal at once ; nev- 
ertheless, we should never let go of it. That was a true 
educator who said that one can grow a squash in a few 
weeks, but it takes a hundred years or more to grow an 
oak. 

V. How to organize a graded Sunday-school. Call 
your teachers and officers together, with the approval of 
the pastor. Tell them of the inspiring results of the new 
system. Show them that it is simple and practicable, and 
as essential in religious as in secular education. Decide 
on your course of study. Then divide the school into 
departments with their respective classes, but not on hard- 
and-fast lines as to age and requirements. It is better to 
make allowances in organizing, following the wishes of 
teachers as to the proper departments for their classes. 
x\s the years go on, the school will more and more come 
into the desired form as a graded school, the various de- 
partments representing the prescribed ages and require- 
ments. I believe that even our smaller Bible-schools, 

45 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

through inaugurating the graded system, and through 
reasonable fidelity to its simple plans, will "wax strong," 
increase in numbers, and behold the fruits of righteous- 
ness in manifold new forms. 

One who desires to study the graded school in a more 
scientific way will be helped by "Principles and Ideals for 
the Sunday-school," * by Burton and Matthews. This 
recent book is one of the best published, treating of the 
work of the teacher and of the graded school. 

1 The University of Chicago Press, publishers, Chicago, 111. 



4 6 



CHAPTER IV 

THE CRADLE ROLL, KINDERGARTEN OR BEGINNERS' CLASS, 
AND THE PRIMARY DEPARTMENT 

With this subject we are at the foundation of the whole 
work of the Church, as well as at the beginning of such 
work. Let the Church tie to the babies as soon as the 
little ones are born; when they are old enough to toddle 
to what Froebel calls a "child-garden," go with them to 
the gate-beautiful of God's house; and then, let the 
Church keep its hold on these precious lives through youth 
up to old age — and the problem of Christianity is solved ! 

I. How are we to reach the babies? The Cradle Roll 
is our answer. Every baby of the congregation, or of 
the community — on which no other church has claim — 
has its name enrolled on a large card, with date of birth. 1 

The Cradle Roll usually has a conspicuous place in some 
department of the Sunday-school. When a name is en- 
rolled, a beautiful picture and certificate combined, suit- 
able for framing, may be given the parents of the child. 
The name of the child, date of birth and date of enrol- 
ment are inscribed on the certificate, which is signed by 
the pastor, the superintendent of the Sunday-school, and 
by the superintendent of the Cradle Roll Department. 
The Toledo Sunday-school Supply Company, Toledo, 
Ohio, publishes beautiful Cradle Roll certificates in col- 
ored inks, at a nominal cost. 

1 Such rolls can be obtained at small cost from any Sunday- 
school supply company. 

47 




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49 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

The enrolment card on page 49 is used in the Baptist 
Temple Bible-school, Brooklyn, N. Y. This card inter- 
ests parents. 

On their birthdays the children whose names appear 
on the roll are remembered by prayer, and also by the 
teacher in calling at the house and bringing, usually, a 
pretty birthday card. Other cards of greeting as the chil- 
dren grow older are helpful. 



Dear Little Friend: 

When you were baptised, we promised, as a Church, 
to have a watch-care over you. 

This little card is sent you that you may know that 
ive have not forgotten our pledge. 

Our prayers are for you always, and our best wishes 
for a very happy and a very useful life. 
Tour friends, 

J. Wilbur Chapman, 

For the Pastors. 

John Wanamaker, 

For the Elders. 



Some schools read the Cradle Roll on Children's Day, 
and at Christmas send the little tots a gift. Parents ap- 
preciate such remembrances, and their hearts warm 
toward the Sunday-school. Therefore, they respond to 
the request to bring or send their little ones to the school 
as soon as they are old enough. 

In the First Methodist Episcopal Sunday-school, To- 
peka, Kan., a "guardian angel" (usually a bright little 
girl) is appointed to visit the child and see that it is 
brought into the Primary Department when old enough 
to attend. On "Babies' Day" the "guardian angels" see 
that all babies enrolled are present. 

The Ruggles Street Baptist Church, Boston, Mass., 
sends mite boxes to the homes represented by the Cradle 
Roll for the pennies that the parents may wish to give in 

50 



KINDERGARTEN OR BEGINNERS' DEPARTMENT 

behalf of their little ones. Occasionally this school has a 
social and mite-box opening, when the mothers bring the 
babies for a good time. 

The Baptist Temple Bible-school, Brooklyn, has an at- 
tractive plan. In the Kindergarten room is a cradle, 
trimmed prettily, and on the cradle are hung little cards 
with the names of the babies on the Cradle Roll. This 
is an object lesson to the church, as well as to the little 
ones. Members of the congregation occasionally visit the 
department especially to see the cradle with its pretty 
cards that tell of coming scholars. 

II. The Kindergarten or Beginners' Department. 
When we can make the Sunday-school hour attractive even 
for little folks of from three to six years of age — so attract- 
ive that they look forward to it from week's end to week's 
end, there is chance of starting them in right directions and 
with implanted Christian principles ! This is what is 
being done in the Kindergarten, or Beginners' Depart- 
ment, of the Sunday-school. Some insist on saying "Be- 
ginners' Department." But why be afraid of the word 
"Kindergarten"? It is of Christian birth, and of bless- 
ing to countless millions. When Froebel was dying 
he said he had "labored to make Christianity a reality." 
Such is the purpose of the Kindergarten. We dare not 
ignore its method. Little ones that are happily taught 
by it in the day-schools will not come to a church school 
that ignores the principles and methods of the new educa- 
tion. Why should the Church be less vigilant than the 
State? Is her mission less? We need to commence in 
the best possible way with children when they commence 
their church life. Therefore, we welcome the Kinder- 
garten. There is nothing that can take its place. How 
is it adapted to the purposes of the Beginners' Depart- 
ment of the Sunday-school ? 

Children are brought to the Kindergarten at the earliest 

5i 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

possible age. The Kindergarten may meet at the regular 
Sunday-school hour, or it may be held during the hour 
of church service, that the parents may go together to the 
service of worship, at the same time knowing that their 
children are in good keeping. Where possible, the Kin- 
dergarten should be put in charge of a trained kinder- 
garten teacher. True, with the majority of schools this 
is not possible. But it is possible to train teachers for 
this work, equipping them in a short time for entering 
upon it. For those who love children, Foster's "Kinder- 
garten of the Church" x is a fascinating book, full of in- 
structions and suggestions for this very work, telling 
what to do and how to do it. Then, for the class- work 
of Bible instruction one should have "Kindergarten Sto- 
ries for the Sunday-school and Home," 2 by Laura Ella 
Cragin, and "The Kindergarten Sunday-school," 3 by 
Frederica Beard. These are two excellent books, with 
lessons prepared by experts. With such equipment, ear- 
nest, prayerful teachers will find blessing and success in 
their work. In adapting methods from day-school, it is, 
indeed, needful to know, as experienced kindergartners 
warn us, just how far such methods will be truly useful in 
the Sunday-school. 

A suggestion of the practical application of kindergar- 
ten principles to Sunday-school work is best given, per- 
haps, by a word picture of a Sunday-school kindergarten. 
Mrs. F. G. Cressy describes the Kindergarten of the Hyde 
Park Baptist Church, Chicago, 111., saying in part that 
the Kindergarten is in a "bright, cheery room, with 
forty happy little folks ranging from two and a half to 
six years. The children leave their wraps in an adjoin- 

1 Eaton and Mains, publishers, New York and Cincinnati. 

2 Winona Publishing Company, publishers, 195 State Street, 
Chicago. 

3 Published by the Pilgrim Press, Boston, Mass. 

52 



KINDERGARTEN OR BEGINNERS' DEPARTMENT 

ing cloak-room, and so have perfect freedom for the morn- 
ing's work and play. One after another steps into the 
circle with a 'Good-morning, boys and girls/ to which 
all respond. Then comes a little talk of the things that 
have interested them during the week, and each is led in 
turn to tell of something that has come into his life ; or, 
perhaps, the subject is thankfulness, and the children are 
full of the things for which they are grateful. Following 
this little talk, which joins the week at home with the 
Sunday-school, there is usually a prayer, something 
which even the smallest tot understands and feels is his. 
Then follows a song or two, short and simple, chosen by 
the children. Occasionally there are motion songs to rest 
the little arms and legs. For the offering, some one is 
asked to bring three boxes from a near-by table and place 
them on the floor in the middle of the circle. These are 
ordinary pasteboard boxes with slits in the covers. One 
has the picture of a church on it, and the pennies that go 
in there are for the support of 'our church and Sunday- 
school' ; another has the picture of an aged man and 
wife, and the pennies it gets help to pay the rent of a 
needy couple living in the stockyards district, who have 
been adopted by the Elementary Department as 'Grand- 
pa and Grandma' ; while the third shows a group of chil- 
dren from lands across the sea, and this money carries 
the story of Jesus to these far-away little brothers and 
sisters. Before the pennies are given these little things 
are talked over, Sunday after Sunday, so that as they 
go, sometimes in pairs, sometimes singly, to deposit their 
gifts — and we notice that it is nearly always more than 
one penny — they do so in an intelligent manner, which 
must count for much in their later years of giving. There is 
also the birthday box, which nearly every Sunday receives 
its contribution, and always with the questioning about 
the use of the money and the answer 'to send flowers to 

53 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

the sick children.' There are usually two Bible stories dur- 
ing the morning, for the sessions last from half- 
past nine till noon. The first is chosen by some child 
from those that have been told on previous Sundays — a 
review it would be called in an older class. Then, as a 
change, a march round the room is begun. It is not 
called that, however, but by skilful questioning the chil- 
dren decide that as it is Sunday, the thing to do is to go 
to church, and that besides the fathers and mothers, the 
children are to be taken, too. So the larger children, per- 
sonifying their elders, choose smaller ones, and start in or- 
derly procession toward the imaginary church. After 
this exercise the children are again seated, and another, 
and this time a new, Bible story is skilfully told, often 
illustrated with pictures so dear to the child heart. . . . 
The children are encouraged to talk, adding anything 
from their personal experience which the story may sug- 
gest. In this the utmost freedom is allowed, yet it does 
not result in disorder, for the children are too much in- 
terested to care for mischief. . . . Kindergarten tables 
are brought into use, and grouped about these, in charge 
of the assistants, the children draw with colored crayons 
pictures of the story they have heard. These are, to be 
sure, very crude, often entirely unintelligible to an older 
person, but full of meaning to the child, who takes his 
drawing home and explains it to his parents. Then fol- 
lows another period of exercise. By this time the main 
room, occupied by the older divisions of the Elementary 
Department, is vacant, for the morning service is begun, 
and so the rolling partitions are lifted and the children 
go farther. Once again action serves to illustrate in 
some way the story just told. One day it is a mission 
lesson, and they play they are missionaries, and some go 
to Africa, and some to Japan, to tell the story. Another 
time they are a long train of cars, or again horses and 

54 



PRIMARY DEPARTMENT 

wagons, carrying imaginary bundles of clothing and fruit 
to the less fortunate children at the University Settle- 
ment. Returning to the tables, the same idea is followed 
with the use of blocks, sand, clay and other materials. 
Storehouses are built of blocks when the story of Joseph 
has been told, or railroad trains of different-colored beads 
strung on a shoestring take some one across the country 
to tell the story of Jesus to the Indians. At last comes 
the good-by song, with its little prayer for God's tender 
care, a personal good-by and a handshake for each child 
from the leader, and the morning's work is over. . . . The 
following results are credited to this work : 

"i. The parents can attend church service, leaving the 
children in the Kindergarten. 

"2. The children do not tire of the session, even though 
held two hours and a half, but look forward to the day 
with pleasure during the entire week. 

"3. They readily distinguish between the Sunday- 
school Kindergarten and the Day Kindergarten. 

"4. They apply the lessons more frequently to every- 
day life. The pictures and blocks used help greatly to 
fix the thoughts more firmly and help to recall them. 

"5. Children under six remember what they do, not 
what people say." * 

III. The Primary Department. Though believing in 
the Kindergarten, I yet realize that it is impracticable in 
a great number of schools. When it is impracticable, 
the work of Bible instruction can still be made of telling 
interest to little folks through the improved methods of 
Primary Departments, such as teaching by means of ob- 
ject lessons and stories, the use of motion songs and 
marching, that at once teach and rest the children; the 
development of memory in teaching children by means 
of what they do, memorizing passages of Scripture that 
Journal and Messenger, Thursday, March 5, 1903, Cincinnati. 

55 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

have been carefully explained ; the use of the blackboard, 
charts, etc. These improved methods have been inspired, 
doubtless, by the Kindergarten, but are operative without 
its elaborate details and costly materials. 
Practical plans for class work : — 

1. First of all there should be a definite programme of 
exercises. This is essential that (i) "everything may 
be done decently and in order"; (2) that precious time 
may not be wasted through needless conference, asking, 
"What shall we do next?" "What shall we sing?" etc.; 
(3) that there may be sustained interest, discipline and 
order ; (4) that more work and better work may be accom- 
plished in a given time; (5) that the work may be easier 
for all, and more attractive to all. 

2. Order of exercises. Our object in the Pri- 
mary Department, as elsewhere in the school, is two-fold : 
for the cultivation of the spirit of worship and for the 
inculcation of Bible teaching; the one being accomplished 
through the education of the emotions, the latter through 
the instruction of the mind. For the cultivation of the 
spirit of worship itself we have our songs, prayers, Scrip- 
ture, etc. What, therefore, should be the nature of these 
exercises? They must be such as are in keeping with 
the spirit and purpose of our work, and such as are 
adapted and appeal to the child mind. What will serve 
our purpose? The answer to this question is vital, and 
one for which many workers long. For an order of exer- 
cises approaching the ideal, I present one prepared by Mr. 
W. D. Murray, of the Primary Department of the Cres- 
cent Avenue Presbyterian Church, Plainfield, N. J. : — 



CLASS PROGRAMME FOR PRIMARY DEPARTMENT. 

1. Teacher: Good-morning (or afternoon), scholars. 
Class: Good-morning (or afternoon), Miss . 

56 



PRIMARY DEPARTMENT 

Teacher: Whose day is this? 

Class : This is the day which the Lord hath made. We 
will rejoice and be glad in it. 
Teacher: How does God say we must keep His day? 
Class : Remember the Sabbath day to keep it holy. 

2. Song: 

Safely through another week, 
God has brought us on our way. 

Let us now a blessing seek, 
Waiting in His courts to-day. 

Day of all the week the best, 
Emblem of eternal rest. 

3. God's House. 

Teacher: Were you glad to come to Sunday-school? 

Class : I was glad when they said unto me, Let us go into 
the house of the Lord. 

Teacher: Who comes to meet us here? 

Class : Where two or three are gathered together in my 
name, there am I in the midst of them. 

4. Song. (Tune, "What a Friend We Have in Jesus!") 

God is in His holy temple, 

Praise, O praise His name to-day. 

And remember that He hears us 
When we sing and when we pray. 

5. God's words. 

Teacher: Whose words do we study? 

Class : God's words in the Bible. 

Teacher: What does the Bible say about God's words? 

Class : More to be desired are they than gold. 

6. Song. (Special music.) 

What book ought I to love the best, 
And on its truth securely rest? 
The Bible, the Bible, 
God's blessed book, the Bible. 

What teaches me to love my foe, 
And acts of kindness to him show? 
The Bible, the Bible, 
God's blessed book, the Bible. 

57 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

7. Recitation. Psalm 23. 
Response, all saying: 





Oh, Father, hear us 




And answer our prayer. 




Hear, hear Thy children 




Now, O Lord. 


8. The Lord's 


Prayer. 


9. Roll call. 




10. Collection. 




11. Song. 





Hear the pennies dropping, 

Listen as they fall. 
Every one for Jesus, 

He shall have them all. 

Chorus : 
Dropping, dropping, dropping, dropping, 

Listen as they fall. 
Dropping in the mite-box — 

Offerings great and small. 

12. Prayer for the offering: 

Jesus, bless the pennies brought Thee, 
Give them something sweet to do. 

May they help some one to love Thee. 
Jesus, may we love Thee, too. 

13. Singing. Selection by a member of the school. 

14. Study of the lesson in classes. 

15. General teaching of the school as a whole by the super- 
intendent, with illustrations. 

16. Recitation of the twelve apostles (in unison or by indi- 
viduals). 

17. Closing hymn: 

Jesus, from Thy throne on high, 
Far above the bright blue sky, 
Look on us with loving eye, 
Hear us, holy Jesus. 

58 



PRIMARY DEPARTMENT 

Grant us love, Thy love to own, 
Love to live for Thee alone, 
And the power of grace made known, 
Hear us, holy Jesus. 

18. Closing prayer : 

Dear Jesus, ere we part we lift our hearts to Thee 
In gratitude and praise for blessings full and free. 
Go with us to our homes, watch o'er and keep us there, 
And make us, one and all, the children of Thy care. 

Amen. 

The above order of exercises admits of variations. We 
would especially suggest changes at intervals of the songs 
and prayers. No one is sooner wearied by the "cut and 
dried," or sooner criticizes the coldly formal than little 
children. 

A new verse of Scripture memorized every Sunday is 
helpful in developing the memory, and in storing the 
mind with priceless treasure for the years to come, — a 
verse, mark you; not a chapter, but a verse. There is 
such a thing as attempting too much. But one verse a 
Sunday means fifty-two in the year. 

For further preparation and suggestion for devotional 
exercises, one may profitably consult "Primary Sunday- 
school Exercises," 1 by Mrs. E. M. Hoffman. For songs, 
responsive readings, lessons about the Bible, motion Bible 
recitations, and special services for special days, one may 
profitably use "Special Songs and Services for Primary 
and Intermediate Classes," No. I and No. 2, 2 by Mrs. 
M. G. Kennedy. Another book that schools should have 
is "Songs and Games for Little Ones," 3 by Gertrude 
Walker and Harriet S. Jenks. 

1 Eaton and Mains, publishers, New York and Cincinnati. 

2 W. A. Wilde Company, publishers, Boston and Chicago. 

3 Oliver Ditson Company, publishers, Boston, New York, 
Philadelphia and Chicago. 

59 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

3. The subject matter of the lesson. What lessons 
should be taught? One of the best courses of study 
for this department is, we believe, that of "Bible Les- 
sons for Little Beginners" 1 (Fifty-two Lessons, com- 
prising the First Year of a Two- Year Course), by Mrs. 
Margaret J. Cushman Haven. These lessons in mat- 
ter, — being true Scripture lessons, — and in the manner 
in which they are presented, render them of exceptional 
value, exactly suited to the work in hand, and of appeal- 
ing interest to children. In addition to these studies, pri- 
mary workers should keep in mind the importance of 
simple supplementary lessons. 2 

4. The method of teaching. We do not now refer 
to the laws and primary requisites of teaching, which are 
considered in another chapter, but our question is, 
"Should the teaching in the Primary Department be from 
the desk through one person, or in classes through sev- 
eral teachers, or both? Each school must decide. The 
usual plan is to divide the class into several groups ac- 
cording to ages, — promoting pupils from group to group 
from time to time, — about one-third of the teaching time 
being used by the teachers in the groups ; then the chairs 
are turned round so that the department appears as one 
class, when the lesson is skilfully taught and reviewed 
by the superintendent, who makes use of the blackboard, 
charts, pictures, or various objects suited to the teaching 
of the lesson. 

5. Encouraging the little ones to learn the Golden 
Text and the Sunday-school lesson. In the Primary De- 
partment of the First Presbyterian Sunday-school, Allen- 
town, Pa., a text card is given every Sabbath to each 

1 Fleming H. Revell Company, publishers, New York, Chi- 
cago and Toronto. 

2 See Chapter III. on The Graded School and Outlines of 
Study, etc. 

60 



PRIMARY DEPARTMENT 



pupil who recites the Golden Text to the teacher. Twelve 
of such cards are exchanged for a reward card that is 
beautifully illustrated. In the Primary grade of the Beth- 
lehem Sunday-school, Ann Arbor, Mich., each child 
knowing his lesson receives a little white card bearing an 
appropriate motto. Five of .such cards may be exchanged 
for a little picture card bearing a Scripture verse. 
Five of these picture cards can be exchanged for a larger 
card, which the pupil keeps ; and five of these larger cards 
entitle a pupil to a large card of honor, upon which is 
written his name and the names of his teacher and su- 
perintendent. 

Quarterly reports are another incentive to study and 
fidelity. 









For the Quarter Ending March 31, 1903. 
SUNDAY-SCHOOL OF CALVARY BAPTIST CHURCH, 

M. M. Shand, Superintendent. Rev. S. H. Greene, D.D., Pastor. 
















Attend- 
ance. 


On 
Time. 


Offer- 
ing. 


Bible 
Text. 


PICTURE OF 
CHURCH HERE. 


Jan. 6 
Jan. 13 
Jan. 20 
Jan. 27 
Feb. 3 
Feb. 10 
Feb. 17 
Feb. 24 
March 3 
March 10 
March 17 
March 24 
March 31 














































































































:or. 8th and h sts. n. w 
washington, d. c. 


LYDIA MARSHALL, 
Asso. Supt. in Charge Primary Depar 

As 


intent, 
sistant. 









61 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Caution! This is our word with such systems of 
awards. We must make allowance for the dull child who 
in the Sunday-school often must have place alongside of 
the apt child. The dull child may be as conscientious and 
as earnest in endeavor. Because workers have ignored 
this, made no allowance, and withheld needed encourage- 
ment, some educators condemn the whole system of 
awards and prizes as unfair. Our contention is that such 
systems should be rightly used and not abused. 

6. Special programmes and invitations can be used 
with special advantage with the little ones. The postal 
card on page 63 is suggestive of a use of the mimeograph 
in the Primary Grade. 

7. Offerings. The purpose and spirit of offerings 
should be carefully, and occasionally, explained to the 
children. The methods spoken of in the Kindergarten 
offerings may be employed here. Some surprising an- 
swers are given when one asks untaught children who 
are giving, "What is the money for?" For the purpose 
of teaching children to give regularly envelopes may be 
used, lettered in one instance as follows : 



Primary Department. 

FIRST BAPTIST SUNDAY-SCHOOL, 

PLAINFIELD, N. J. 

To the Parents: 

Enclosed, please find twelve small envelopes, one for each Sunday of 
the quarter just opening, into which the child's contribution of money 
should be put. Please see that the envelope is carefully sealed and put 
into the child's pocket, with instructions not to take it out until reaching 
the Sunday-school. Children should be helped to write their names on 
the envelopes. 

We have adopted this envelope system for two reasons. 

1. To make the children regular givers of small amounts rather than 
occasional givers of larger sums. 

2. To prevent them from losing their money, which they often do. 
As far as possible, encourage the children to earn what they put into 

their envelope. 

Where there is more than one scholar in a family, kindly try to have 
each bring his own numbered envelope, as we know the scholars by their 
numbers only. Faithfully yours, 

Mrs. J. A. POWLISON. 



In the Bethlehem Sunday-school, Ann Arbor, Mich., the 

62 




63 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

picture of the orphan child in India for whom the chil- 
dren's mission money is used hangs on the wall. 

Appropriate service of prayer and song on the occasion 
of pupils bringing birthday "pennies" is mentioned in the 
chapter on offerings. 

8. For the further help of the Primary Department 
there should be acquaintance with the methods employed 
in the interesting of children in other departments of the 
school, such as the use of banners, rolls, star classes, etc. 
Some of these methods can be helpfully adapted to the 
needs of the Primary Department. 

Certificates of promotion should be used in this as well 
as in the other departments of the Sunday-school. 1 

9. The published helps on primary work are few. 
Teachers will find serviceable suggestions in Practical 
Primary Plans for Primary Teachers, 2 by Israel P. Black, 
The Blackboard in the Sunday-school, 3 by Henry Turner 
Bailey, and Pictured Truth, 2 by Rev. Robert F. Y. Pierce. 
Teachers may profitably consult also The Sunday-school 
Teachers' Manual,* by Louise Ordway Tead, and Love 
and Law in Child Training, 5 by Emilie Poulsson. And 
all who work with the young will find help in Blow's 
Symbolic Education* Object Method of Teaching Books 
of the Bible 1 is suggestive. 

1 For diplomas address any Sunday-school publishing com- 
pany. 

2 Fleming H. Revell Company, publishers, New York, Chi- 
cago and Toronto. 

3 W. A. Wilde, publishers, Boston and Chicago. 

4 The Pilgrim Press, publishers, Boston and Chicago. 

5 Milton Bradley Company, publishers, Springfield, Mass. 
* D. Appleton & Company, publishers, New York. 
'Address Mrs. M. P. Higgins, Worcester, Mass. 



64 



CHAPTER V 

ADULT, YOUNG MEN'S, AND YOUNG WOMEN'S BIBLE 

CLASSES 

Here is a large field, golden, ready for the harvest ! And 
none more inviting, more easy of access, or yielding larger 
returns. About fifty millions, or two-thirds, of our 
population are adults. But few of this number, however, 
are in Bible-schools. Indeed, adults are a mere fraction 
of their enrolled membership. Again, only five to seven 
per cent, of men are church communicants, and only twen- 
ty-five per cent, attend church. On the other hand, many 
of those churches which aim to enlist adults in Bible 
study have classes that outnumber all the other Sunday- 
school classes combined. And through these adult classes 
thousands of men and women are being brought 
into the fold of Christ. The Church and the Church- 
school, therefore, that are not reaching and hold- 
ing adults have reason for serious reflection. They fail, 
we believe, not through want of piety, or sincerity, or good 
intention, but for want of right method, — right method 
of teaching and conducting the class, and of Bible study. 
Our purpose in this chapter is to speak to this need. 

I. How can we enlist and hold adults in Bible study? 
If we can satisfactorily answer this question, we have 
solved the problem for the future at least. Our grown 
Sunday-school pupils will then graduate into the Adult 
Department, and not into the world! But the scope of 
modern Bible classes looks to an ingathering from the 
world, as well as to enlisting those that are already in the 
Church. How can all this be done? 

65 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

i. First of all, it is essential that there should be a 
course of study suited to mature minds, and a study session 
of such strength as to make it worth while to attend. The 
Christian life is a growth, and the Holy Scriptures give 
constant reiteration of this cardinal fact. Our system 
of study for adults, therefore, must be suited to the age 
and capacity of adults. Advance courses of study are 
being demanded, and the number of church Bible classes 
that have already entered upon advance courses of study 
is at once surprising and encouraging. We shall not at- 
tempt to justify this advance step, — it is not necessary. 
Soon everybody will be saying, "We always believed in it." 
What, then, are some of the Bible courses suited to this 
work? 

( i ) The courses of study arranged by the Bible Study 
Publishing Company of Boston, Mass., 1 appeal to a sus- 
tained interest of adult classes. A teacher through casual 
perusal of The Bible Study Manual, covering the 
courses on Great Men of Israel and on Old Testament 
Teachings, at once combining important practical and 
doctrinal teaching, will find a splendid outline of lessons 
along new lines, and see that in many respects these are 
superior courses of study. 

(2) Another excellent course of study, and one of the 
best of all plans, is that arranged by "The American In- 
stitute of Sacred Literature," of Hyde Park, 111., and 
alluded to in Chapter XXIL, on Normal Classes. A 
special value of this work is that it is a rotating course, 
covering in four years the main portions, and giving a 
comprehensive view of both the Old and the New Testa- 
ments, with an additional course each year for those who 
have completed the four-years' course. 

(3) Miscellaneous courses of study. Two or three 
citations of successful adult classes must suffice to sug- 

1 Address, 95 South Street. 
66 



BIBLE CLASSES 

gest the broader work that is now gathering groups of 
men and women for Bible study. In the First Congre- 
gational school, Burlington, Vt., a course of study 
was followed on The Life and Teachings of Jesus Christ, 
arranged in Twelve Studies in the Life of Christ, and 
twenty-nine Studies in the Teachings of Jesus, the latter 
being divided into eleven lessons on Righteousness, five 
lessons on Sin, nine lessons on The Spiritual World, and 
four lessons on The Son. The mere subject for each les- 
son was printed, followed by references to such of the 
Gospels as touched upon the lessons. The series of 
studies were thus practically continued studies of the 
interwoven Gospels. For collateral reading the follow- 
ing helps were suggested : 

A Revised Bible. 

A Harmony of the Gospels, Pittenger. 

Stalker's Life of Christ. 

The Great Discourse, A. D. F. Randolph, New York. 

Geikie's Life of Christ. 

Edersheim's Life of Jesus, the Messiah. 

Andrews's Life of Our Lord. 

The Central Presbyterian Sunday-school of Auburn, 
N. Y., recently had a series of fifty-two lessons on The 
History of the Apostolic Church. The first lecture, be- 
ing by Rev. Willis J. Beecher, D.D., on Historical Prep- 
arations for the Preaching of the Apostles, outlined as 
follows : 

740 — 580 B.C. Assyrian and later Babylonian empires. Is- 
rael and Judah carried into exile. Begin- 
nings of Roman history. 

538 — 332 B.C. The Persian empire. Jews from India to 
Ethiopia. Zerubbabel and his successors 
in Palestine. 

332 — 142 B.C. Conquests of Alexander the Great. Greek cit- 
ies built everywhere. Septuagint. Macca- 
bean wars. 

67 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

About 200 B.C. Roman power becomes dominant. Law and 
to 40 a.d. order. Roads. Pharisees and Sadducees. 
Synagogues. Prayer places. Pilgrimages 
to Jerusalem. 

That classes which expect to hold their members, and 
which use the International Lessons, feel the pressure of 
some kind of supplemental work is apparent. Sometimes 
it is the suggestion of a book to be read, but some added 
work, seemingly, the progressive classes must have. The 
Baraca Bible Class of the Baptist Temple, Brooklyn, 
N. Y., stimulates reading by an outline of study as given 
on the following page. 

Good courses of study for boys and for men have been 
outlined by the International Committee of the Young 
Men's Christian Association, 1 from whom they may be 
obtained. These courses include in part the Bible Study 
Union Lessons, course ( 1 ) outlined above. 

Whatever course of study may be pursued, we should 
never forget that pupils have personal and peculiar needs, 
which it is our blessed privilege and bounden duty to 
meet. Neither organization, nor scholarship, nor "any 
other creature," can take the place of personal touch, of 
tender sympathy, solicitous interest, and a big, loving 
heart that longs for their every good, and especially for 
their eternal salvation. 

2. Best methods of class administration. At a meet- 
ing of the ministers of the Reformed Church, the Hon. 
Charles H. Knox, founder and leader of the large adult 
Bible classes, in the Knox Memorial Reformed Church, 
New York City, spoke as follows : "Many years ago I 
was impressed with the fact that the most important prob- 
lem before our Sunday-schools is how to keep the young 
men and the young women. I noticed that when a boy 
got to be fifteen he felt too big for Sunday-school ; and 

1 Address 3 West Twenty-ninth Street, New York. 
68 



BIBLE CLASSES 



The words for the topics are taken from the Book of Job, but the 
theme for the lesson is found in the scripture reference given. 

"/« the days of my youth. "—Job. 
Jan. 5. "The Promise of Power." — Acts 1 : 1-11. 
Leader, P. N. Gifford. 



" My Redeemer Liveth."—Job. 

Jan. 12. "The Promise of Power Fulfilled." — Acts 2 : 1-11. 

Leader, S. S. Wood. 



ik My record is on high."— Job. 
Jan. 19. "The Early Christian Church." — Acts 2 .-37-47. 
Leader, G. H. Vogel. 

" The hand 0/ God hath touched me."— Job. 
Jan. 26. "The Lame Man Healed." — Acts 3 : 1-10. 
Leader, Gilbert Murdock. 

Read the Book of Job during January. It will pay you. 



This month we will take a Pilgrimage with John Bunyan in his 
delightful book " Pilgrim's Progress." 

f\ j i»/:n "Dost thou see this narrow way ? That is 

GoodW.II. the way thou „ mst g0 » 

Feb. 2. "The First Persecution." — Acts 4: 1-12. 
Leader, J. B. Dickson. 



Worldly " * wou ^ direct thee to the obtaining 0/ what 
hi;' thou desirest without dangers that thou in 
w iseman. th{s way wiU run thysel y into » 

Feb. 9. "The Sin of Lying."— Acts 3; 1-11. 
Leader, Harry Hoare. 

Mistrust and "Just before us lie a couple of lions in the 
Timorous. way." 
Feb. 16. "The Second Persecution." — Acts 5 : 17-42. 
Leader, Arthur Shiner. 



r.-iLf 1 " There can be no divine faith without a divit 
raitntui. reve i ation y - he wiU f God." 

Feb. 23. "The Arrest of Stephen."— Acts 6: 7-15. 
Leader, G. H. Mott. 

Read "Pilgrim's Progress" this month. It will do you good. 



(For explanation of card, see page 68.) 

that when a girl was seventeen she was likely to leave 
also; and I found that in many cases they ceased to at- 
tend church, and very often formed other associations for 
Sunday which became habits for life. This was before 
the days of kodak and bicycle, and what was true then is 

69 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

more marked now. I tried to solve the problem for the 
Sunday-school with which I was connected; this was 
some twenty-three years ago. It seemed to me that hu- 
man nature was studied for all other purposes except to 
attract young people of the ages I have mentioned to a 
Sunday-school. I have been interested in political meet- 
ings. The object of such a meeting is not to entertain or 
to amuse, but it has a serious object: to persuade people 
on the tariff or on finance or some other question, with 
the clear idea of gaining their votes. Fireworks or a 
brass band might be used, but they are subservient to 
the end. And when the speaker arises he does not say, 
'You will find my theme in our party's last platform, in 
such an article and such a line,' but he sets to work to 
get the attention. He says all that can be assimilated 
on tariff and finance, but is careful not to become prosy. 
And when he thinks his audience might weary, he illus- 
trates by some striking incident or personal experience 
or something humorous, so that they laugh and change 
their positions. And yet he never loses sight of the seri- 
ous business, the getting of votes, for which the expense 
of the hall, the lights, the fireworks, the music and the ad- 
vertising has been incurred. I have in my Bible class 
kept in mind this necessity of variety in all successful 
human work, and I believe it applies as much to a Bible 
class as to any secular audience. I am, of course, ex- 
pressing no opinion on sermons and regular church ser- 
vices, but confining my remarks to Bible classes, which are 
essentially different, freer and more colloquial, than 
church services. ,, 

Mr. Knox places the beginning of real Bible work on 
the shoulders of the pastor in saying that the "kind of 
Sunday-school teachers you ministers have largely de- 
pends on yourselves. If you will encourage and help 
them all you can they will grow. I have often said, and 

70 



BIBLE CLASSES 

I take pleasure in repeating it here, that the development 
and growth of my Bible class during the last ten years 
have been due, under Providence, to the sympathetic 
assistance and earnest help of my dear friend, the pastor 
of our church." 

The teachers also have tremendous responsibility. Of 
what avail are all things else, if teachers fail ? The perti- 
nent consideration for superintendents and pastors is, as 
Mr. H. H. Pike of St. George's Sunday-school, New York, 
puts it, "Hold strong men and women as teachers, and 
they will hold the young men." The work of the teacher 
or class leader cannot be over-emphasized. It is the 
teacher who is to awaken interest, impart knowledge, and 
speak the persuasive word. In and through all is his per- 
sonality, and results are largely commensurate with his 
own Christian experience, his care, and interest and de- 
votion to his work. The suggestions of Mr. Knox for 
leaders of Bible classes are : 

i. The leader must be present every Sunday. 

2. He should be there very early and speak with each one 
as he comes in; he should never be in a hurry to leave, but 
take plenty of time to talk with those who wish his advice. 

3. Such a class should take a long summer vacation, so that 
all will be hungry to start again before it is time. 

4. In a city such a class should be held in the afternoon, 
when those who are occupied in the morning are free. 

5. The leader should know each member well. He need 
not visit; that can be done by other members for him. 

6. The exercises should be different each Sunday; the 
music should be attractive and varied. 

7. The lesson should be taught in twenty minutes, and 
should surely cover the great truths of salvation; it should be 
pointed and graphic. Appropriate historical, personal or 
humorous illustrations will help it. 

8. Special features, like a class reception or an evening's 
invitation for some appropriate entertainment, are of great 
use in showing the interest of the leader, making members 
acquainted, and bringing sunshine into sad hearts. 

71 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

a. The closing, each year, should be marked by an excur- 
sion, or some feature especially attractive to look forward to. 

The Honor Roll is a material help with Bible classes, 
as well as with the younger classes; and notices, reports 
and class letters are appreciated by adult members also. 

ADULT BIBLE CLASS, 
MARKET SQUARE PRESBYTERIAN SUNDAY-SCHOOL. 



Market Square Progressive Association. 

Germantown, March 3, 1902. 
To the Members of the Adult Bible Class: 

Dear Friends: Please consider the following: 
1 st. Roll of Honor, Sunday School Times. 

Our attendance during Dec, Jan. and Feb., 1901-02 was.. 1,675 
During the same months, 1900-01 1,470 

Increase 205 

or nearly 14 per cent. This in spite of three very stormy Sundays. 
With a continuance of the interest excited by the desire for a 
place on the Honor Roll, we should steadily increase our attend- 
ance, adding new scholars to our class roll. 

Will you come and bring your friends? 
2d. Our Monthly Meetings. 

These are always interesting, as well as largely attended. 
The meeting in March will continue from Monday, 17th instant, 
to include Friday of that week, at 8 p.m., in the chapel. 

The services will be strictly religious, of an evangelistic character. 
It is believed that many of our scholars are seriously considering 
the question of confessing Christ and uniting with His Church. 

Will you, by your attendance and by your prayers, help to deepen 
these impressions, so that they may result in action? 

Do not make any engagements for the dates named, but attend all 
these meetings. 
3d. The i8th Anniversary of the Organization of the Class 
Will be celebrated at 9.15 a.m. on Sunday, March 30. 

This occasion has heretofore secured a larger attendance than at 
any other of our meetings. The highest figure reached since last 
year was 158. 

You will be pleased with the exercises, and we shall be glad if the 
number present is greater than heretofore. 
4th. The Class Supper on April 17. 

5th. Mr. Meehan's Illustrated Lecture on May 15, and 
Last The Picnic in June, previous to my trip to Europe, on which I sail 
on June 25. 
If you cannot possibly come to all these gatherings of our class, be 
sure and attend every Sunday morning, and all the evening meetings. March 
17 to 21. 

Yours truly, Louis Wagner, Leader. 

P. S. — Programme of March meetings enclosed. 

72 



BIBLE CLASSES 

Ways of following up absentees. Noticing the ab- 
sence of the members of the Bible class is just as im- 
portant as noticing the absence of a child in the Pri- 
mary Department ; and the methods of following up adults 
are similar to those in use in other departments 
of the school. Where, on account of the size of the 
class, the teacher cannot call on every one, the work may 
be divided among a committee who look up absentees and 
see that the newcomers are properly welcomed. Again, 
classes are divided into "tens," with a leader or lay pas- 
tor over each "ten," whose duty it is to report weekly the 
cause of every absence. 

Uncle Sam, too, can run errands. See the following 
card: 



Germantoivn, ipo 

My Dear Friend: 

We have missed you from our class for several 
Sundays past. What is the matter? 
Tours truly, 

Louis Wagner, 

Teacher Adult Class, 
Market Square Presbyterian Church Sunday-school. 
P. S.~ School opens at g.ij o'clock A .M. 



The social meetings, entertainments, lectures, etc., are 
important. They provide restful change and variety. 
Young men and women should be able to find the best of 
everything inside church limits, and appreciation of this 
fact is broadening the work of the Church and the Sun- 
day-school. In organized Bible classes a social or enter- 
tainment committee can have the care of such gatherings, 
the teacher and pastor acting in advisory capacity. 

In the Market Square Progressive Association of the 
Market Square Presbyterian Church, Germantown, Pa., 
some class gathering is held each month. The following 

71 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

outline illustrates their varied and interesting pro- 
grammes : 



PRESERVE FOR REFERENCE 



MARKET SQUARE PROGRESSIVE ASSOCIATION 
1902-1903 

Monthly Meetings in the Chapel on the Third Thursday, at 8 p.m. 

IQ02. 

Sept. 17. " Welcome Home " to the President after his European trip. 

Oct. 15. 7.30 p.m. — Annual Meeting. Reports of Officers and Com- 
mittees. Election of Officers. 
8 p.m. — Address by General Wagner. Subject : " Some of 
the things we saw in Europe." 

Nov. 19. Cantata: " David, the Shepherd-boy." 

Dec. 17. Reception of the Class at the residence of the teacher. 
1903. 

Jan. 21. Musical and Literary Entertainment. 

Feb. 18. Debate. Subject : Should, or Should not, the National Gov- 
ernment own and operate the Railroad and Telegraph Lines 
of this Country > 

Mar. 18. Annual Class Supper. 

Mar. 28. Sunday, o. 15 a.m. — Thirteenth Anniversary of the Class. 

April 15. Address by Hampton L. Carson, Esq. 

May 20. Musical and Literary Entertainment. * Class talent only." 

June 26. Saturday. Annual Picnic. 

There is no charge for admission to any of the entertainments, except 
to the Cantata, for which tickets will cost twenty-five cents each, and to the 
supper, for which a limited number of tickets will be sold at fifty cents each. 

Come, and bring all your friends with you 



One annual supper was "Governors' Day/' when four 
men who had filled the Governor's chair were present as 
guests and speakers; another was "Adult Bible Class 
Day," and men prominent as Bible class workers were the 
guests. 

Organizing a Bible class, with the members of the 
class filling the offices and bearing a share of the work 
and responsibility, is proving both helpful and practicable. 
The usual officers are president, vice-president, secretary 
and treasurer, with the teacher ex officio, a member of 
the executive, to which two or more members of 
the class are sometimes added. In such an or- 
ganization the officers and committees take full responsi- 
bility for the business of the class, the teacher 
acting only as adviser and Bible instructor. Smaller 

74 



BIBLE CLASSES 

classes, too, are thus organized and officered, and report 
that their work is more effective because of divided labor, 
honor and responsibility. 

Of course, classes should be suited to ages and condi- 
tions. In Trinity Sunday-school, Denver, Col., there are 
three large classes of middle and aged people, and three 
large classes of young married and middle-aged people. 

II. Young Men's Bible Classes. The problem of 
holding young men and young women in the Bible-school 
is one of the most serious, and one before which many 
school workers give way in despair, with the result of 
loss to the church of numbers of our noblest men and 
women. But the task of holding them is by no means 
a hopeless one. Perhaps no one has come nearer to the 
solution of the problem than Rev. William Denman, D.D., 
superintendent of the Olivet Memorial Sunday-school, 
New York, who says that the solution of the problem of 
holding boys over sixteen to the school, so far as his 
school has succeeded in solving it, is by showing the boys 
that they are wanted in the school, by treating them, not 
as mere acquaintances, but as friends ; by occasionally pro- 
viding social evenings for them ; and especially by get- 
ting them to work (in the young people's organizations). 
"If they invest labor in the institution, they are likely to 
stand by it." This school also has a good gymnasium, 
with a capable instructor, a club-room "as attractively 
furnished as those of the best or worst places that cater 
to young men." 

Three principles underlie this work : ( I ) Fraternity, 
making the young man, not nominally, but really, a 
friend; (2) ministration, rendering real service to him, 
meeting some of his social and physical, as well as spir- 
itual, needs; (3) enlistment, magnifying to all the im- 
portance of the individual scholar's presence and work. 
For the latter reason the organizing and officering of a 

75 



J 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Bible class and dividing work among the members is im- 
portant. 

The leadership of the class in the study of the lesson 
is not always in the hands of the teacher. In the Colling- 
wood Avenue Presbyterian Sunday-school, Toledo, Ohio, 
the members lead, the teachers selecting the leader two 
weeks in advance. In the Young Men's Baraca Class in 
the Baptist Temple, Brooklyn, N. Y., a five-minute ad- 
dress by a member of the class precedes the lesson each 
Sunday. 

A new organization for enlisting young men in Bible 
study is the Baraca Bible Class, now known all over the 
States from the Atlantic to the Pacific. The first class 
was organized by Mr. M. A. Hudson of Syracuse, N. Y. 
Now, the "Baraca" silver pin is worn by thousands of 
young men, representing hundreds of Bible classes. The 
platform of the Baraca movement is : 

Young men at work for young men, all standing by the 
Bible and Bible School. 

The committees share the work as follows : The "Hus- 
tlers" are on the lookout at every Sunday church service 
for strangers to invite them to the sessions of the class ; 
and during the week visit and invite all men who do not 
go to Sunday-school, and, as far as possible, interest all 
men in the Baraca. The Social Committee see that 
every new member and all visitors on Sunday are intro- 
duced to all present, and do all in their power to create 
a social spirit among the members, either by socials or 
entertainments, subject to the approval of the Executive 
Committee. The Membership Committee take the names 
of all absent members and visitors and visit them during 
the week, and try to interest them so that they will be- 
come regular attendants. The Music Committee take 

7 6 



BIBLE CLASSES 

entire charge of all music, and form an orchestra or pro- 
vide such music as they choose, subject to the approval 
of the Executive Committee. The Literary Committee 
have charge of all literary work of the class, all debates 
and lecture courses. The Athletic Committee may form 
under direction of the Executive Committee a base- 
ball, basket-ball or bicycle club, or hold a Baraca field day 
for all athletic work of the class. The reporter, a class 
officer new to the hearing of many, has charge of the class 
subscription list of the Baraca paper, and reports to the 
paper and to the city press all matters of interest each 
week. 

Personal work is secured in the Baraca classes through 
the Secret Service Pledge, as well as through the various 
committees. 



MY SECRET SERVICE. 
Matt. 6 : 6. John 14 : 13, 14. 

i. I pledge to pray for the unconverted Baracas every day at noon, 
or as soon thereafter as I remember this pledge. 

2. I pledge to make a list of those to whom I will speak, and to work 
and pray for them. 

3. I will meet the secret service members once a month and pray 

aloud with them, and do all in my power to help them bring ..Baracas 

to Christ within the next six months. 

Signed. 

Dated. 



Information and leaflets relative to the workings of the 
Baraca Bible classes can be obtained from Mr. M. A. 
Hudson, of Syracuse, N. Y. 

In the Young Men's Bible Class of the Merrimac Street 
Baptist Sunday-school, Manchester, N. H., the work is 
divided among committees as follows : The Devotional 
Committee care for the devotional interests of the mem- 
bers, and encourage those not yet Christians to take a 
firm stand for Christ ; the Membership Committee seek to 
increase membership by inviting young men of the con- 

77 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

gregation or elsewhere, not belonging to any school or 
class, to unite with the class ; the Absentee and Sick Com- 
mittee encourage the absent members to be punctual in 
their attendance, visit the sick and aid them when pos- 
sible ; the Social Committee look after the social interests 
of the class by giving an occasional social or entertain- 
ment, by introducing new members to the class, and mak- 
ing all welcome. 

In the Ailing Class, Central Presbyterian Church, 
Rochester, N. Y., the Attendance Committee has the care 
of absentees and new members, looking over the records 
weekly. Where the card of a visitor is recorded, with 
the intimation that he does not belong elsewhere, a special 
invitation card is sent to him signed by the president and 
the teacher, expressing their desire to be of service to 
him and to have him join the class. 

To increase membership and awaken enthusiasm, the 
Bible class of the Third Presbyterian Sunday-school, Chi- 
cago, 111., has used the plan mentioned in Chapter XL, on 
New Scholars, of having a contest between two divisions, 
the one division being Calebites, the other Joshuites. 

A Bible study exhibit, comprising printed matter, names 
of class members, records, outlines of courses', group- 
ings of facts, written work, or examinations of students 
in the work of the previous year, photographs, etc., also 
promotes class spirit. 

A number of classes have pretty class pins, with the 
name of the class upon each, that can be variously worn ; 
and others have an appropriate button for the lapel of the 
coat. All this gives esprit de corps. 

Naturally, the methods which are used in other de- 
partments of the school for the awakening of the interest 
of the pupils, such as star charts, awards for attendance, 
etc., are of service in Bible classes. 

One will find stimulus and fresh suggestion in work for 

78 



BIBLE CLASSES 

boys and men through reading The Boy Problem, 1 by 
Forbush; Young Men and Church-Going, 2 by Clokey, 
Gladden and Harrington ; and the very recent work, The 
Church and Young Men, 3 by Rev. F. G. Cressey. 

III. Methods that apply to other adult classes apply 
similarly to classes for young women. Such classes are 
growing in numbers and in membership, and this work has 
recently received new impulses, one of which is a Bible 
class for young women similar to the young men's 
Baraca, organized in Syracuse, N. Y., in 1898, with the 
name of "Philathea Class." This interdenominational 
movement has spread over the entire United States and 
Canada, and the number of classes is constantly increas- 
ing. The object of this class is "to stimulate among 
young women the desire for true Christian knowledge, 
and to provide means by which this may be obtained, to 
create an interest in and to support the Sunday Bible- 
school, and to unite its membership in practical Christian 
sympathy and service." The president presides at all 
meetings. The reporter reports to the city press all mat- 
ters of interest, and corresponds with all other classes. 
The secretary takes the cards signed each Sunday and 
enters them in the class ledger, marking each one; gives 
the name of each new member and visitor to the teacher, 
who causes a letter of welcome to be written to each ; and 
notifies the Volunteer Committee of the absence for three 
consecutive Sundays (without excuse) of any member. 
The other officers perform such duties as usually fall to 
their offices. 

The three standing committees, Volunteer, Social and 
Missionary, consist of three or more persons, and are ap- 

1 The Pilgrim Press, publishers, Boston and Chicago. 

2 Young Men's Era Publishing Company, publishers, Chi- 
cago, 111. 

3 Address the author, care Chicago University, Chicago, 111. 

79 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

pointed by the Executive Committee. The Volunteers 
are on the lookout at every church service for strangers, 
to invite them to the sessions of the class. They take the 
names of all absent members and visitors, and visit them 
during the week and try to interest them so that they will 
become regular attendants. The Social Committee see 
that every new member and all visitors on Sunday are in- 
troduced to all present, and do all in their power to cre- 
ate a social spirit among the members. The Missionary 
Committee assist the pastor or the Sunday-school mis- 
sionary in her work among the poor and sick. 

The class meets regularly every Sunday with, and as a 
part of, the Sunday-school. A business meeting is called 
by the president at least once every other month, for the 
purpose of hearing reports of committees and officers and 
the transaction of business. 

This class, like the Baraca for young men, has 
the Secret Service Pledge. For information rela- 
tive to the workings of the Philathea Class one may ad- 
dress the National Secretary, Miss May Hudson, 200 
Comstock Avenue, Syracuse, N. Y., or the National Presi- 
dent of the Philathea Union, Mrs. Elizabeth F. Coney- 
bear, 53 Walnut Street, Auburn, N. Y. 

Remark. The best courses of study and methods of work 
for a Bible class must be decided by each school accord- 
ing to its peculiar needs, abilities and opportunities. One 
thing must always be helpful: the meeting of teachers, 
officers and members in conference for the work and in 
good fellowship. Such meetings quicken and deepen the 
personal relation and feeling of union, strengthen class 
plans, and lead to broader, deeper and more thorough 
work. All of which contributes to the class feeling that 
it is not a one-man's class, nor the property alone of the 
teacher, but that each person has a responsible part. Class 
spirit and class enthusiasm are thus fostered, and the work 
gains strength and momentum all along the line. 

80 



CHAPTER VI 

SYSTEMS OF MARKING AND OF PROMOTION, GRADUATING 
EXERCISES, CERTIFICATES AND DIPLOMAS 

I. Systems of Marking. A problem of the graded 
schools has been in finding a satisfactory system of mark- 
ing. Strange as it may seem, this is the rock on which 
many a worthy effort has gone to pieces. The subject 
compels our thoughtful study. The system of marking 
explained by a card or leaflet should be placed in the 
hands of teachers and pupils. 



ROLL OF HONOR. 

The Roll of Honor shall consist of the names of all scholars whose 
quarterly average percentage is 80 or better. 

The names of all scholars whose quarterly average percentage is 100 will 
be indicated on the Roll of Honor by a GOLD STAR. 
BANNER CLASSES. 
Banner Classes shall be those classes whose quarterly average per- 
centage is 80 or better. 

Banner classes whose quarterly average percentage is 100 will be in- 
dicated by a gold tassel attached to banner. 
ABSENTEES 
Any scholars who are unavoidably absent and will send a note to their 
teacher to that effect and include with note their contribution, will be 
marked as present and entitled to a percentage of 80. In this way they 
will aid in sustaining the individual and class record. 

MARKING. 
Percentages shall be arrived at as follows : 

Present, ........ 75 

Present with contribution, ..... 90 

Absent — explanatory note with contribution sent to teacher . 80 
Quarterly Examination : 

(Each question answered correctly entitles scholar to five (5) per cent.) 
Twenty (20) questions answered correctly, . . . 100 

Sixteen (16) questions answered correctly, ... 80 

Scholars whose quarterly record stands go and 100, respectively, shall 
be entitled to 100 and have honorable mention. Classes accordingly. 

WESTMINSTER PRESBYTERIAN SUNDAY-SCHOOL, 

Grand Rapids, Mich. 



8l 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

In the Plymouth Congregational Sunday-school, To- 
ledo, Ohio, a record is kept of all members of the school, 
including officers and teachers. 



EXPLANATION OF RECORD SYSTEM 

Teacher will mark the percentage of each member present in the 
square for that date and replace card in envelope. If any member is 
absent, leave card for such member OUTSIDE of envelope, and Secretary 
will place same in envelope after punching. 

An Average of 95 Per Cent, for the Year is Required for 
Perfect Record. 

Marking for Junior and Senior Department 

Attendance at Sunday-school, 60 

Study Slip Answered, 15 

Bible Brought, 10 

Church Attendance since last session of school, . 10 

Collection, 5 

Total, 100 

Marking for Intermediate Department 

Attendance at Sunday-school, 60 

Study Slip Answered, 15 

Bible Brought, 10 

Golden Text Learned, 10 

Collection, 5 

Total, 100 

Marking in Juvenile Department 

Attendance at Sunday-school, 75 

Bible Brought, 10 

Golden Text Learned, 10 

Collection, 5 

Total, 100 

Absence on account of sickness is excusable. If a member is out of 
the city, the requirements of his department must be met by attending 
Sunday-school, etc., wherever he may be. In either case absence must 
be reported to the Secretary, in order that he may correct the record. 



As soon as possible after the close of the school year the 
annual evening meeting of the school is held, at which a 
special programme is given, and "Robert Raikes" diplo- 
mas, 1 or seals, are presented to those who have attained 
a perfect record, 95%, for the year. 

In the James Lees Memorial Sunday-school, Louis- 
ville, Ky., a perfect class is a class in which every pupil 
is present every Sunday in the month, has studied the 
lesson, has attended church at least once on the previous 

1 For sale by the Sunday-school Supply Company, Toledo, 
Ohio, and by similar publishing houses. 

82 



SYSTEMS OF MARKING AND OF PROMOTION 




Sunday, and has brought to the school a Bible and a 
contribution. Attendance is marked 50; on time, 10; les- 
son studied, 10; church attendance, 10; Bible in class, 10; 
a contribution, 10. When all of these conditions are met 
on any Sunday the pupil is marked 100, or perfect. 

83 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

In the Willoughby Avenue Congregational Sunday- 
school, Brooklyn, N. Y., green wafers are pasted on the 
honor roll for each scholar who has prepared his lesson 
each Sunday before coming to the class. This school 
has no marking or percentage system. The scholar's 
word is taken, subject to the teacher's verification by 
questioning on the lesson, and the names of those who 
have prepared the lesson are sent in to the secretary by 
the teacher. In the younger classes a previous reading 
of the lesson and a fair understanding of its substance are 
sufficient "preparation." 

The Park Church School, Elmira, N. Y., has the fol- 
following scheme : 

STANDARD OF RECITATION. 

A Perfect Lesson consists of the appointed Scripture, also 
one verse of the hymn, repeated slowly, without hesitation, repeti- 
tion of words, or assistance from another. Its mark cannot be 
received by an absent member, nor, if lost, can it be restored. It 
also requires the reading of the week-day Scriptures according 
to their dates. 

A Satisfactory Lesson consists of the same Scripture and 
hymn, also repeated without assistance, and with but slight hesi- 
tation or repetition, and may admit of mistakes corrected imme- 
diately. It requires the week-day readings also, though not 
according to date, and its mark, if lost, may be restored by a 
recitation at any time out of the Sunday-school hour. 



THE SUNDAY-SCHOOL OF PARK CHURCH 
IN ELMIRA, N. Y. 

Certifies that 

has recited the lessons of four years perfectly; and by 
punctuality and gifts, lessons and conduct, has become a 
help and an honor to the School. 

Superintendent. 

Teacher. 

Elmira, N. Y. 



1 This is the wording of a beautiful certificate in colored inks. 

8 4 



SYSTEMS OF MARKING AND OF PROMOTION 
HOW TO MA*RK THE *ROLL. 



1« Satisfactory on all points, 

2. Late, other points satisfy 

3. Gift forgotten,otherpoints 
satisfactory 

4. Lesson imperfect, other 
points satisfactory 

5. Inattentive, other points 
satisfactory. 

C. Late, no lesson, no gift, 
inattentive 

7. Absent: note sent with 
good reason of absence; 
contribution, and word of 
lessons recited at home. . . 

8. The perfect lesson, (an 
extra mark.) 

9. Morning attendance. 



7 



(See Standard.) 

Restored by four satisfactory 
Sundays 

Restored by bringing the 
contribution 

Restored by reciting the les- 
son out of school hours 

Restored by four satisfactory 
Sundays.. 



Counted same as satisfactory 
(See Standard.) 



/ 



/' 



\ 



\ 



Stands for— 




or "satisfactory. 



The following explains and illustrates the method of 
marking in a successful Sunday-school in New York 
City: 

85 



MODERN METHODS IN SUNDAY-SCHOOL WORK 



FOURTH QUARTER, 190 . 

Class No Teacher 

OLIVET SUNDAY-SCHOOL, 
Second Street, bet. First and Second Aves. 

Directions for Use. 
A Perfect Recitation, which shall entitle the scholar to the Reward 
Ticket issued by the school, shall comprise, committing to memory the 
Selected Verses, 1 

Golden Text, > of the Lesson of the day. 
Title and Topic, ) 
Good Deportment shall be indicated by absolute silence and proper 
attention during prayer, reading of the Scriptures and notices, and during 
remarks by the superintendent or others from the platform. Also, by 
careful and respectful attention to the teacher, as well as by perfect 
obedience during the hours of service. 

Bad Deportment shall be indicated by a scholar continuing in any- 
thing which the teacher considers to be disturbing to the class, after that 
scholar has been requested by the teacher to desist. 

Rules for Marking Class Records. 

For A ttendance, no mark. 

For Absence, the letter A or S in the centre of the square on the line 
of the name. A implies simply absence : S indicates absence caused by 
sickness. L indicates arrival after session has begun. 

For Perfect Recitation of a Lesson, entitling the scholar to the Perfect 
Lesson Ticket, a round full dot on the left-hand upper corner of the square. 

For a Good General Knowledge of a Lesson, when the scholar should 
not receive the Ticket, a cross thus (X) in the same corner, which will 
serve as a recognition of partial merit. 

For Imperfect Lessons, or failure to learn them, no mark. 

For Good Deportment, no mark ; For Bad Deportment, a heavy line 
drawn from the right-hand upper corner of the square to the left-hand 
lower corner. 

The Amount of Contribution, for the Missionary cause, to be marked 
in the right-hand lower corner of the square ; and if no contribution be 
made, let the fact be indicated by a. blank. Each perfect lesson ticket 
contributed to the Missionary cause is to be counted as one cent. 
This Diagram Illustrates the Mode of Marking the Class Record. 



Henry More, 



John Smith, 



John Jones, 



William Smith. 



James Brown, 



Isaao Robinson, 



George Williams, 



Robert Owens, 



John Johnson, 



Frank Brown, 



Perfect Lesson, 
Good Deportment, 
Contribution, 



Perfect Lesson, 
Good Deportment, 
No Contribution, 



Perfect Lesson, 
Bad Deportment, 
Contribution, 



Perfect Lesson, 
Bad Deportment, 
No Contribution, 



Good General Knowledge of Lesson, 
Good Deportment, 
No Contribution, 



No Lesson, 

Bad Deportment, 

No Contribution, 



No Lesson, 

Good Deportment, 

No Contribution, 



Absent because of sickness, 



Late in attendance, 



/ 



/ 



$5g~ As the Honor Roll and Rewards given in the School for perfect attendance, deport- 
ment and recitations are based upon the showing of the Class Records, justice to the scholar 
demands a careful observance by the teacher of the rules for marking, adopted by the vote of 
the teachers. Additional copies of the marking system can be obtained from the secretary. 



.Superintendent. 



86 



SYSTEMS OF MARKING AND OF PROMOTION 

In the Central Christian Church, Lexington, Ky., every 
pupil is carefully marked each Sunday with reference to 
four points of excellence, as follows : ( I ) Being on time, 
(2) bringing a contribution, (3) having been present at 
church on the preceding Sunday, and (4) having a well- 
prepared lesson. Any pupil who does not fail in any 
point for three months receives a certificate of honor, and 
any one who succeeds in three-fourths of all points for the 
same time receives honorable mention. The plan may be 
changed to include only the one class receiving honorable 
mention monthly, and a certificate quarterly, namely, 
those obtaining three-fourths of all points. The plan has 
worked well; but the pastor of this school, Rev. I. J. 
Spencer, aptly remarks, "Almost all plans must be changed 
to meet changing conditions and supply the stim- 
ulus of novelty." The teachers, too, share in the honora- 
ble mention if they attend teachers' meetings regularly, 
are on time Sunday, and faithfully shepherd their pupils. 

The Intermediate Department of the Second Baptist 
Sunday-school, Holyoke, Mass., has a system of marking 
similar to the one in use in the public schools of Holyoke. 
For instance, if a scholar, before coming to the school, 
has read over the lesson for the day, and has selected from 
the reading one verse which most appeals to him, and has 
committed this verse to memory so that he can recite the 
same to his teacher in class, he is given an "A." If a 
scholar has read over the lesson before coming to school, 
but has committed no verse to memory, he is given a "B" ; 
and a scholar who simply brings his Bible, not having 
read his lesson previous to coming to school, is given a 
"C." These letters represent to the superintendent of the 
Intermediate Department stated values on the basis of 
100, and at the end of the quarter the averages of each 
scholar are made up. Rewards of merit are given to the 
scholars having the highest percentages. 

87 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

2. Graduating Exercises. Promotion and Commence- 
ment Exercises are carefully observed by most graded 
schools. At the "Commencement Exercises" of Trinity 






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School, Newport, R. I., essays are prepared and read by 
those who have attained the highest standing, on such 
subjects as "The Incarnation," "Jesus and the Twelve," 

88 



SYSTEMS OF MARKING AND OF PROMOTION 

"The Life of St. Paul," "St. Paul's Mission," etc. At 
these exercises beautiful diplomas are awarded. 

Each department of the First Baptist Bible-school, 
Haverhill, Mass., learns some Scripture during the year 
(changed each year) to recite at the graduating exercises. 
Last year the programme was : 

Senior. Isaiah 53; Psalm 2; Books of the Old and New 

Testaments, with divisions. 
Intermediate. Psalm 46. 

Junior Psalm 34: 1-10; 1 Cor. 13; Matt. 10: 28-32. 

Kindergarten. Psalm 23; Apostles' names rhyme. 

The graduating pupils in this school are sent on into 
the Bible, or Graduate, Department to continue the work 
in a more formal manner. 

In the First Baptist Sunday-school, Indianapolis, Ind., 
written examinations are held at the close of each quarter, 
and all who reach a certain percentage receive "honorable 
mention," and after four consecutive quarters a diploma. 

In these graded schools a card of promotion is usually 
given from grade to grade, and from department to de- 
partment. 



UNITED CHURCH SUNDAY-SCHOOL, 
NEW HAVEN, CONN. 

This is to certify that 

has completed the course required by the Junior Depart- 
ment, and is hereby promoted to the Intermediate 
Department. 

Pastor Superintendent 

Dept.Supt. . , Teacher. 

New ffa?'en, Conn., 



In the First Baptist Church, Plainfield, N. J., promo- 
1 This is the wording of an attractive certificate, 12x9 inches. 

89 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

tions are made according to age, but to those wishing to 
take the examination the diploma is given as a reward 
of merit, — with seals added for regular attendance, church 
attendance, Golden Texts, and extra memorizing. The 
diploma in the Intermediate Department of this school 
takes the place of the Honor Roll. 



90 



CHAPTER VII 

OPENING AND CLOSING EXERCISES, AND ORDER OF SERVICES 

Education — it is pre-eminently true of the religious side of education — 
can never be purely intellectual. The religious feelings need cultivation 
and education as truly as the mind requires religious instruction. 

Burton and Mathews. 

I. Worship and education of the religious feelings are 
the principles underlying this part of our Sunday-school 
work. 

Shall, then, our opening exercises be a burden or an 
inspiration ? The closing of our schools a dispelling or a 
sealing of the hour's instruction and impression ? Do we 
realize how a school is helped or hindered by the right 
and wrong uses of the precious minutes appropriated in 
these exercises? Whether the opening exercise is longer 
or shorter, five minutes or twenty, it is an opportunity, 
and can be made, as the Second Presbyterian School of 
Dubuque, Iowa, tries to make it, "the keynote to 
the whole service." So, too, with the closing exercise — 
it is an opportunity of clinching the lesson, of deepening 
the impression, and of sending scholars away conscious of 
a real and joyous help. Yet how many opening and clos- 
ing exercises are flitted away, worse than wasted, through 
want of plan and conscientious use of time. A delay of 
two minutes in opening the school, or in "looking up" 
hymns, or in knowing what to do "next," in a school of 
but a hundred scholars means a loss of three hours and 
twenty minutes in the work of the Kingdom! Will a 
man rob God? 

Our purpose is not only to use the invaluable time allot- 

91 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

ted to such exercises, but also to use that time in the best 
possible way. The ways, therefore, which have been 
reached through years of earnest work by some of our 
most devoted schools must prove suggestive to others. 

II. There are various helpful plans for opening and 
closing exercises. 

i. A rule of the most successful schools appears to be 
that expressed by Trinity Presbyterian School, San Fran- 
cisco, "to vary the opening and closing exercises, and 
never allow them to become dull and stereotyped." In 
the Central Methodist Episcopal Church (South), Gal- 
veston, Tex., the opening and closing exercises are varied 
so that the children do not know what is coming next. 

The Congregational School of Brattleboro, Vt, gives 
as much variety as possible to the opening and 
closing exercises in the Senior Department, calling upon 
different members of the school to take part, believing that 
a good way to keep the interest of the scholars is to enlist 
their services. This school has constantly before the eyes 
of its members the motto, "Work to Win." 

In other schools a new programme is used every Sun- 
day for the sake of variety; others use the same pro- 
gramme for a month or for a quarter, believing that in 
so doing certain passages of Scripture are fixed in the 
minds of the schools. 

2. Programmes: 

There is an increasing use of printed programmes, that 
attention may not be lost through any hesitation or pause. 

In the Park Church, Elmira, N. Y., the entire opening 
and closing exercises are from memory, the school reciting 
in concert part of the liturgy. 

Where the printed programme is not used, the superin- 
tendent takes the responsibility of the opening and closing 
exercises, varying them at his discretion. Even small 
variations are helpful. When the Scripture lesson is 

92 



OPENING AND CLOSING EXERCISES 

read alternately by the superintendent and the scholars, 
it may be varied by having one class read alternately with 
the school. The First Methodist Episcopal School, De- 
catur, 111., has ''pause readings," stopping at pauses in- 
stead of paragraphs in their responsive readings, and 
with the result of the co-operation of all the pupils. The 
singing may be varied in similar ways, the boys singing 
one verse, the girls the next, all joining in the chorus; or 
one voice leading and the school joining in the chorus, 
etc. It is especially interesting occasionally to have the 
Primary Department sing before the main school in the 
opening exercises. 

In the North Baptist Sunday-school of Camden, N. J., 
the responsibility for the Sunday programme is left to a 
regularly appointed committee on programmes, changed 
each quarter. The superintendent commenced by mak- 
ing the entire programme himself. Gradually he let some 
one else share the work, and finally he placed it on other 
shoulders entirely. 

3. Opening Exercises: 

In the first part of the ordinary opening exercise some 
schools, as in the North Avenue Baptist Sunday-school 
of Cambridge, Mass., unite through the "song service." 
The Primary Department is then cut off and proceeds 
with its own exercises, while the Intermediate and Main 
Departments continue till the lesson period, when the In- 
termediate Department is cut off from the main school. 
The presence of the Bible classes in the main school, if 
for only a brief part of the opening exercises, is encour- 
aging, though not always common. 

In addition to the usual opening exercises with which 
we are familiar, the concert recitation of Psalms and texts 
which the children have committed to memory sometimes 
form part of the opening exercises. In the First Con- 
gregational Sunday-school, Colorado Springs, Col., the 

93 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

superintendent also encourages the children to sing selec- 
tions occasionally without books. 

The time for drills on supplemental work, regarded now 
as essential in progressive schools, is during the opening 
exercises. 

The necessity of good music should always be remem- 
bered. The superintendent of the First Baptist Sunday- 
school, Decatur, 111., says: "Our experience is, there is 
no difficulty in having attention where there is good sing- 
ing." 

In the Silliman Memorial Presbyterian Sunday-school, 
Cohoes, N. Y., singing is a prominent feature in all exer- 
cises, the belief being that it pays to have good music. 
This school holds four concerts annually, Easter, Chil- 
dren's Day, Rally Day and Christmas, in preparation for 
which the chorister is allowed to occupy fifteen minutes 
at each session of the school for four or five weeks pre- 
vious to the concert. This time is taken from the time 
usually devoted to the opening exercises, and not from 
the time devoted to the teaching of the lesson. Let su- 
perintendents mark this point! This school sometimes 
chooses new music and sometimes old, but in either case 
thorough preparation is made, as they believe that what 
is worth doing at all is worth doing well. 

In the Flatbush Congregational Sunday-school, Brook- 
lyn, N. Y., where the Hosanna Hymn Book is used, a 
selection is made from hymns used for special services and 
put into a supplement, which is an appendix to the hymn 
book, for use when so desired. 

School orchestras or boys' choirs, or choirs whose 
members are selected from the school, are strong aids. In 
the First Baptist Sunday-school, Jamestown, N. Y., vari- 
ous instruments are used with the piano, and the choir is 
secured by the leader of the music inviting different classes 
at different times to constitute the choir. 

94 



OPENING AND CLOSING EXERCISES 

In the Rayne Memorial Sunday-school, New Orleans, 
the importance of the music is recognized through having 
a "department of music," with a pianist, organist, and a 
musical director, the full charge of the music programme 
being in their care. 

Marching, as a usual part of the opening programme, 
appeals to the interest of all members of the school. The 
little ones may march from the main room to their class- 
room, or, where their room is simply shut off from the 
main room by folding doors, they may march around their 
room to deposit their offerings, singing while they march. 
As an exercise for all the school in the Park Church, 
Elmira, N. Y., marching from the main room to the vari- 
ous department rooms is regarded as essential to the or- 
der of the school. The superintendent says : "It is a mili- 
tary exercise which all like, and it takes the kinks out 
of the boys and girls as nothing else would, besides ton- 
ing them up physically and so giving them a kind of 
rest. The entire school has marched to the places as- 
signed for its various classes and departments in two 
minutes by my watch." 

To give thought to the "time" that shall be devoted to 
the opening exercises may appear of little importance, but 
it is of the utmost importance ! Whatever the opening 
programme, these exercises should never be allowed un- 
der any circumstances to encroach upon the usual time 
allotted for the study of the lesson. The study period 
cannot be too zealously guarded ; and classes should know 
that nothing, absolutely nothing, would be permitted to 
take so much as one minute of their time when the hour 
has come for class study. The time devoted to the open- 
ing exercises varies in different schools; but it is worth 
observing that in the stronger schools a definite time is 
fixed for such exercises. In the Central Church of Fall 
River, Mass., only ten minutes is devoted to this part of 

95 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

the programme. St. Paul's Methodist Episcopal Sun- 
day-school, Lowell, Mass., uses a book called "Responsive 
Worship for the Bible Service," and the school takes from 
fifteen to twenty minutes for the service, the pastor, as- 
sistant pastor and superintendent each having a part. In 
the Second Collegiate Church, Harlem, N. Y., the open- 
ing devotional exercises occupy usually twenty-five min- 
utes, the lesson thirty-five minutes. The First Presby- 
terian Sunday-school of Salt Lake City takes fifteen min- 
utes for opening exercises. 

4. For the closing exercises the time and programme 
vary as largely as for the opening exercises, or more, per- 
haps, for the influence of the lesson study on the pupils, 
or of unusual earnestness of the teachers, or of some ex- 
ceptional event which makes itself felt on the school, will 
suggest to the alert and open-hearted superintendent the 
better way of deepening the impression of the hour. 

The superintendent of Trinity Methodist Episcopal 
Sunday-school, Denver, Col., makes it a practice always 
to close in the midst of the highest interest, — to send the 
scholars home happy and enthusiastic, to avoid "spoiling 
the enthusiasm for the sake of carrying out any old dry 
programme." 

In the North Avenue Baptist Sunday-school, Cam- 
bridge, Mass., each department has its own closing ser- 
vice. The opening exercises unite the school at the be- 
ginning, and the separate closing exercises allow freedom 
and adaptation to the special department at other times. 

In the Ruggles Street Baptist Sunday-school, Boston, 
Mass., the closing exercises consist of songs, announce- 
ments, and the use of five or ten minutes in giving an 
evangelistic talk, or pressing home some truth of the les- 
son, or reviewing the lesson of the day, or presenting a 
missionary topic by some interesting speaker, followed by 
a closing prayer. 

96 



OPENING AND CLOSING EXERCISES 

In the First Baptist Sunday-school of Asheville, N. G, 
the whole morning is directed, first to the class-room, and 
second to a splendid closing exercise that fre- 
quently results in an evangelistic meeting, resulting 
often in conversions in the Sunday-school ; at times there 
have been as many as fifty conversions in the Sunday- 
school in one month. 

The First Presbyterian Sunday-school, Allentown, Pa., 
uses in closing the same hymn, usually a good old church 
hymn, for a month, believing that by so doing the schol- 
ars will become familiar with the words. 

The Glens Falls Baptist Sunday-school of Glens Falls, 
N. Y., finds it helpful to sing a short anthem at the close 
of repeating the Lord's Prayer, which is followed by a 
moment of silent prayer in closing the school. 

In the Hammond Street Congregational Sunday- 
school, Bangor, Me., the school repeats the Lord's Prayer 
in closing. The superintendent says : "We used to have 
trouble or confusion at the close of school ; scholars would 
rush out during the last line of the closing hymn. There 
is now no unseemly confusion." 

In the First Methodist Sunday-school, Aurora, 111., 
they aim to carry out the programme to the very end, 
quietly and reverently. After the classes return to the 
main room they sing, hear the reports, rise and sing again, 
after which all books are laid down at the same time, then 
quietly and reverently the school repeats a familiar pas- 
sage of Scripture. 

The Central Congregational Sunday-school, Fall River, 
Mass., makes a point of rarely allowing any one outside 
of the pastor or officers to address the school. 

Not a few superintendents make it a principle never to 
ask questions on the lesson at the close of school, believ- 
ing that such practice minimizes the work of the teachers. 
As to the wisdom of such a plan each school only can de- 

97 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

termine for itself. There are schools, without question, 
where it is far wiser that little time be allotted for class 
study, admitting of longer time for general teaching of 
the school from the desk, either through the superin- 
tendent or the person specially appointed, who is "apt to 
teach." Our aim as a school to teach the school being 
kept in mind, personal preferences will yield to the adop- 
tion of the best plan. 1 

III. Attention is one of the first requirements in Sun- 
day-schools, as in other schools. The day-school, how- 
ever, has the weight of authority back of it and certain 
penalties for inattention which the Sunday-school, gen- 
erally speaking, has not. In the Sunday-school the per- 
sonal force of the characters of teachers and officers, and 
their examples, must be the principal factors in securing 
the requisite attention. If the children can be brought 
to realize that the whole service is a service for God and 
that this is the first thought of all present, more than half 
the distance is covered. In the Trinity Evangelical Sun- 
day-school, Allentown, Pa., the musicians of the school, 
as well as teachers and officers, must be members of the 
church. 

Another factor in holding attention is promptness in 
beginning, and a quiet, assured order of service, with a 
leader who knows what he is doing and how to do it. 

In the Baptist Temple Bible-school, Brooklyn, N. Y., 
"it is a law of the Medes and Persians that the school 
must be quiet before they have the exercises." The su- 
perintendent has insisted on this in a kind way, but firmly, 
and has been able to secure it by using a force of ushers 
that, he says, "some superintendents might think very 
foolish," but which gives the desired result. 

A successful plan in securing attention is through the 

Chapter XXIV. on the Superintendent should be read in 
connection with the study of this chapter. 

9 8 



OPENING AND CLOSING EXERCISES 

superintendent standing at the desk after the signal or in- 
timation of "come to order," and remaining quiet, facing 
the school, saying not a word and making no request, 
but waiting until the school has come to perfect quiet. 
This plan is singularly successful. 

Many schools do without the use of the bell through- 
out the exercises. In the Walnut Street Presbyterian 
Sunday-school, Philadelphia, Pa., where the school or- 
chestra plays for about twenty minutes before school, the 
ceasing of the music at exactly twenty minutes to three 
is the signal, and the only signal, for the beginning of the 
Sunday-school session. As the music ceases secretaries 
acting as ushers step to the doors of the school and close 
them. The superintendent speaks just a word of an- 
nouncement that the time for opening the school has be- 
gun, raises his hand, and all rise to be led in prayer by 
the superintendent, joining at the close in the Lord's 
Prayer. After this prayer there is no verbal announce- 
ment of any hymn, but the orchestra, at a signal from the 
leader, plays the first hymn, which is announced on 
hymn-boards in sight of all the school. After the orches- 
tra has played the hymn over the leader raises his hand 
in the air, the school rises and the hymn is then sung. 
Through all the exercises, bell-ringing, and even verbal 
announcements, are avoided as much as possible. It has 
been found that the quiet dignity of the services is im- 
proved and increased in this way. The only time a bell 
is rung is five minutes before the close of the lesson 
study. 

As a means of aiding close attention through the open- 
ing exercises the following plan is occasionally followed 
by this same school. It is an old one, but it seems always 
to arouse attention and interest. The superintendent 
reads a verse by himself and stops anywhere he may 
please, either/at the end of the verse or in the middle of 

99 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

that verse or of the next verse. Wherever he stops the 
school is to take up the reading at that point and read 
to the end of the verse. This simply means that the 
school must pay extra attention to the reading, in order to 
be ready to take it up at the proper point. 

In the North Baptist Sunday-school, Camden, N. J., a 
voluntary is played on an organ while the school is assem- 
bling. At a signal from the desk the music ceases, and 
this is the sign for absolute quiet, no bell or other warn- 
ing being used. The organ is played quietly in a similar 
way when the classes disperse for lesson study, and also 
when they reassemble. The subdued tones of the organ 
cover up the slight noise and conversation of the prelimi- 
nary assembling or the subsequent reassembling. To 
make sure that the attention of the scholars shall not be 
distracted in this school, until the first hymn is sung no 
late-comers are permitted to disturb the exercises. The 
doors are locked when the classes have gone to lesson 
study, and are not unlocked until within a few minutes of 
closing. Of course, it is possible to get in or out if nec- 
essary, but while the doors are locked there is supposed 
to be no ingress or egress. 

IV. An essential for this work is a definite pro- 
gramme, or order of service, for the hour. By this we 
do not mean a detailed service, cut and dried, that must 
be gone through to the end ; but we mean, rather, the pro- 
vision for certain parts that must have place, and then 
one thing at a time. First of all, decide (through a teach- 
ers' meeting) just how much time is to be allotted to the 
study of the lessons in classes. Secondly, devote a spe- 
cial time (during the opening exercises) to the distribu- 
tion and marking of the registers or class-books. Ten 
minutes in the average school can be devoted to this work, 
which time also affords opportunity for social converse 
of classes. This plan conserves the interest of the whole 

ioo 



OPENING AND CLOSING EXERCISES 

hour, affording brief respite and enabling a school to sing 
when it sings, to study when it studies, and to mark the 
classes at a time devoted solely to this work. 

V. One remark in closing this chapter, and I make 
it here because of its import; it is a thought that cannot 
be emphasized too strongly, that our danger is that our 
opening exercises will be too long rather than too short, 
that in closing we shall say too much rather than too 
little. The opening devotional service is urgent be- 
cause of the worship at the time and because 
of the promotion of the spirit of worship through the 
education of the emotions. But this is only one function 
of the Bible-school, and must not encroach upon the other, 
even as the other must not encroach upon the one. 
Therefore, nothing ever, at any time, under any condi- 
tions, should be allowed to encroach, even in the least of 
ways, on the time needed, expected and usually employed 
in the study of the lesson, unless it be a time when the 
whole session is devoted to Decision Day exercises, or 
services of like urgency. If a superintendent fail in all 
else save the protection of teachers and classes in the full 
time of their study period, he will prove "a workman that 
needeth not be ashamed." 



IOI 



CHAPTER VIII 

WAYS OF AWAKENING AND MAINTAINING INTEREST IN 
BIBLE STUDY 

"The Bible is the book of all others, to be read at all ages and in all 
conditions of human life; not to be read once, or twice, or thrice through, 
then laid aside, but to be read every day." 

John Quincy Adams. 

"The most learned, acute and diligent student cannot, in the longest 
life, obtain an entire knowledge of this one volume. He will leave the 
world confessing that the more he studied the Scriptures the fuller con- 
victions he had of their inestimable worth." 

Sir Walter Scott. 

I assume with joyful confidence that Bible-school work- 
ers believe in the Scriptures, not only as the divine Word, 
but also as the empozvered Word that "returns not void," 
meeting a need found in every life, even as bread meets 
a need of every life, renewing, rehabilitating and em- 
powering. The inner man is blessed, indeed, as he feeds 
upon the bread that the world knows not of, — and is 
strangely comforted, illumined, inspired and made strong. 
Never were the men representing the various types of 
the world's scholarly thought and research so clear in 
their convictions, so strong in their judgments, or so 
unanimous in their expressions of the need of man, and 
of the power of the Word of God to meet that need, as 
now! How, then, can we bring the need and the cure, 
man and the Word, together? That to-day is the ques- 
tion of questions. 

I. One superintendent writes: "First, the home must 
have an interest in Bible study. It is not very success- 
ful, this sending of a boy off to Sunday-school while the 
father reads a Sunday newspaper at home." l The co- 

1 J. H. Montgomery, First Baptist Sunday-school, Ann Arbor, 
Mich. 

102 



INTEREST IN BIBLE STUDY 

operation of parents, therefore, through Christian liv- 
ing, and in the Bible training of children, is essential. 
The enrolment of pupils has successfully been made the 
occasion for pressing upon parents their part and respon- 
sibility, as through the following letter: 

THE SUNDAY-SCHOOL OF THE SIXTH PRES- 
BYTERIAN CHURCH. 

Vincennes Avenue and 36TH Street. 

William P. Merrill, Pastor. 
Chicago, 

Dear Friends: We have this day received your 

into our school. has been placed in Class No. 

Teacher, M 

We appreciate the. confidence you have thus shown in us, and 
we thank you for this opportunity of being of service to you and 
yours. 

We have two definite aims in our work: First, to lead every 
pupil to know Jesus Christ as a personal friend and Saviour ; and, 
second, to give our pupils as thorough a knowledge of the Bible 
as we can. 

May we remind you that we can accomplish very little without 
the co-operation of the home? One hour a week for religious 
instruction is worth little, unless it supplements and enforces the 
training received in the home. We earnestly ask your co-opera- 
tion, not only for our sake, but chiefly for the good and in the 
interests of your child. 

We would be glad to have you visit the school any Sunday 
from 12 to 1. 10 and see for yourselves what we do and how we do 
it. We would be glad to have you join one of its adult classes 
if you can. If unable to attend the sessions, our Home Depart- 
ment will enable you to keep up with the lessons at your home. 
Nothing more effectively secures the interest of the child in Bible 
study than to have the father and mother study the same lessons 
week by week. 

If you are not regularly attending any church we would be very 
glad to see you at our services. If religion is a good thing for a 
child, surely it is a good thing for the parents. Our Sunday 
services are at 10.30 and 7.45, our prayer-meeting Wednesday 
evening at 8. We hope to see you there soon and often. 

With the wish that our church may prove a real help to you 

103 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

and yours, and a prayer for God's blessing upon your home, we 
are, Yours faithfully, 



Superintendent. 



First Assistant Supt. 



Second Assistant Supt. 

The Bethany Sunday-school, Philadelphia, sends the 
following memorandum to the parents : 



BETHANY SUNDAY-SCHOOL. 

igo 

Dear Mrs. 

ivas present during the quarter 

ending. , Sundays. 

-was able to repeat the Golden Text Sundays. 

brought an offering Sundays. 

conduct ivas satisfactory. 

is entitled to badge No 

Praying that all our names may be written in the 
Lamb's Book of Life, I am, 

Tours cordially, 



2. Use of the Bible in the school. In the study of 
the Sunday-school lesson there is an increasing tendency 
to do away with the lesson quarterlies that pupils may 
study directly from the Bible. 

Whatever the plan of Bible study, pupils should be re- 
quested to bring their own Bibles to the school. The 
bringing of Bibles may be encouraged by a call for a 
show of Bibles occasionally as a part of the opening ex- 
ercises; again, the bringing, and also the report on the 
daily reading, of the Bible may have part in the per- 
centage marking of the pupils, and so affect their stand- 
ing. In the Sixth Presbyterian Sunday-school, Chicago, 

104 



INTEREST IN BIBLE STUDY 

111., the class with every member present, and with his 
own Bible, is ranked as a star class, and is marked by 
a star on a stand about seven feet high. 

Making use of the Bibles in the school is an important 
point in encouraging children to bring them. As the 
superintendent of the First Baptist Sunday-school, De- 
catur, 111., says : "Children will not trouble themselves 
to carry a Bible unless some use is made of it, either in 
the school by the superintendent or in the classes by the 
teachers." 

In the Park Church, Elmira, N. Y., nothing is printed 
but schedules of the work and Scripture references where 
the lessons and liturgies and readings may be found, so 
that the pupils may be drilled in the use of their Bibles. 
No lesson leaves are used. The teachers attend the teach- 
ers' meeting for instruction in all matters. In the First 
Presbyterian Sunday-school, Allentown, Pa., every 
scholar of the main school is furnished with a school Bi- 
ble, which is used instead of the International lesson helps 
in the sessions. 

The First Baptist School, Philadelphia, provides 
Bibles for all scholars, and they read an Old 
Testament lesson and a New Testament lesson every 
Sunday afternoon. The superintendent tries to select 
passages both in the Old Testament and in the New Tes- 
tament bearing on the lesson of the day. After he has 
announced the chapter from which the lesson is to be 
read he waits until every pupil in school has the place, 
and then calls on all having the chapter to raise their 
Bibles. In this way the superintendent is enabled to 
see if any scholar is not reading, and he waits until that 
scholar joins with the others in holding up the Bible. By 
rigidly adhering to this method this school has been so 
trained that they unanimously find the place without diffi- 
culty and join in the reading of the lessons. In the 

105 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

First Methodist Episcopal Sunday-school, Decatur, 111., 
all who have their Bibles are asked to find the place and 
to rise and read the lesson while the others remain seated. 
The Bible bearers are counted, and announcement and 
comment are made. 

Where quarterlies are not used, the home study slip, to 
be filled in at home, is a strong aid. 



HOME STUDY SLIP. 

March 9, 1902. FIRST QUARTER. Lesson 10. 

FOR THE SUNDAY-SCHOOL. 

Tour Name Address 

Class Department 

•kt Toledo Sunday-school Supply Co., 20 cts. per 100, 
iNO - IO - Toledo, O. post-paid 

TO TEACHERS.— Take or send one of these Slips to every absent 
scholar every week. 

TO SCHOLARS. — Use your Bible in looking up these answers. The 
Suggested Readings will help you to understand the lesson. Read 
them all if you can, and try to learn the memory verses. You will 
find the work easy and delightful. Hand this Slip to your teacher 
next Sunday. 

The Disciples Scattered. Acts 8 : 3-13. 

(Suggested reading, Acts 8 : 18-25). Memory Verses, 4-22, 23. 
GOLDEN TEXT. — There/ore they that were scattered abroad went 
everywhere preaching the word. — Acts 8 : 4. 

1. Have you read this lesson ? (Suggested reading, too? .) 

2. What is said of Saul ? 

3. What did they, who was scattered abroad, do? 

4. Who went down to Samaria and what did he do there ? 

5. Unto what did the people give heed ? 

6. What is said of those who had unclean spirits, and those who were 

lame? 

7. Why was there great joy in the city of Samaria ? 

8. When they, who had been followers of Simon the Sorcerer, heard 

Philip's preaching, what did they do ? 

9. What is recorded of Simon himself? 

10. Who were sent by the apostles to perfect this good work at Samaria? 
Acts 8 : 14. 



3. Our work in the school falls short unless it leads 
to ]the use of the Bible in the home. To encourage home 
readings, and readings other than the lesson-study, out- 
lines of Bible readings are provided and rewards are 

106 



INTEREST IN BIBLE STUDY 

given to those who faithfully follow them, usually a Bible 
or a certificate. The following is one of these outlines, 
which are now used by many churches : 



THE SUNDAY-SCHOOL TIMES BIBLE-READING CIRCLE. 

Reading Card. 

This card shows what parts of the Bible I intend to read during 
the month of April, iqoi. 

Vol. IV. April i, iqoi. No. 4 

Apr. 1. Luke 24 : 1-12 — The angels tell that Jesus rose from the grave. 

2. Matt. 28 : 1-10 — The risen Jesus meets the faithful women. 

" 3. John 20 : 1-10 — What three disciples saw at Jesus' tomb. 

" 4. Luke 9 : 18-22 — Jesus tells beforehand that he will rise from the 

grave. 

" 5. Mark 15 : 25-39 — The story of his death on the cross. 

" 6. Matt. 27 : 62-66 — His tomb sealed, and a guard set to watch it. 

" 7. John 10 : n-18 — Jesus had power to lay down his life and to take 

it again. 

" 8. John 20 : n-18 — How the risen Jesus showed himself to Mary. 

" 9. Mark 16 : 1-11 — News that seemed too good to be true. 

11 10. Mark 16 : 12-20 — How he appeared, and what he said afterwards. 

" 11. John 16 : 25-33 — Some sweet promises Jesus gave his friends. 

" 12. John 17 : 1- 13 — A loving prayer Jesus offered for his friends. 

" *3- John 10 : 1-4, 27-29 — They are safe who heed the voice of Jesus. 

" 14. Rev. 1 : 9-18 — He was dead, but now he lives forever. 

tl 15. Luke 24 : 13-27 — A walk and a talk with Jesus. 

44 16. Luke 24 : 28-35 — Receiving a blessing from Jesus. 

44 17. Luke 18 : 28-34 — Jesus tells beforehand what he is so soon to suffer. 

44 18. Acts 3 : 12-18 — Jesus was killed because the people did not know 

him. 

44 19. John 14 : 19-24 — How may we be sure that we really love Jesus ? 

44 20. Matt. 14 : 13-21 — A great company fed with a very little food. 

44 21. John 5 : 39-41 — Moses wrote of the Lord Jesus Christ. 

44 22. John 20 : 19-29 — The doors were shut, but Jesus came in. 

44 23 Luke 24 : 36-49 — How Jesus turned fright into joy. 

44 24. 1 Cor. 15 : i-n — Who saw Jesus after he rose from the grave? 

44 25. 1 Cor. 15 : 12-22 — Because Christ rose from the grave so shall his 

friends. 

44 26. Acts 2 : 22-36 — Peter was sure that Jesus rose from the grave. 

44 27. Acts 13 : 26-37 — Paul was sure that Jesus rose from the grave. 

44 28. 1 Peter 1 : 1-9 — Hope and joy may be ours because Jesus rose from 

the grave. 



[Reverse side.] 

When I make a mark like this j/ at the left end of any 
line, it means that I have read, on the day named at the 
end of the line, the Bible verses for that day. 

When the mark does not appear at the end of a line, 
the blank shows that I have been really unable to read the 
verses for the day. 

Name. 

Address. 

Teacher. 



Issued monthly by The Sunday-school Times Company, 1031 Walnut 
Street, Philadelphia, Pa. Subscription price, 12 cents per year ; 60 cents per 
hundred copies per month ; yearly subscription, $6.00 per hundred copies. 

107 



MODERN METHODS IN SUNDAY-SCHOOL WORK 
Another suggestive plan is the following : 



NINETE] 


EN WEEKS IN THE NEW TESTA 


MENT. 


Bible Reading Class of the 


FIRST PRESBYTERIAN SUNDAY-SCHOOL, 




Johnstown, Pa. 




Two Chapters a Day. Beginning January 6, ending May 17, 1901. 




Readers' Guide. 




Week. 


Beginning. Reac 


. 


1st . . 


. . Jan. 6 . . . . Matt. 1 to 


Matt. 14 


2d . . 


. . Jan. 13 . 






Matt. 15 to 


Matt. 28 


3d . • 


. Jan. 20 . 






Mark 1 to 


Mark 14 


4th . . 


. Jan. 27 . 






Mark 15 to 


Luke 12 


5th . . 


. Feb. 3 . 






Luke 13 to 


Jno. a 


6th . . 


. Feb. 10 . 






Jno. 3 to 


Jno. 16 


7th . . 


. Feb. 17 . 






Jno. 17 to 


Acts 9 


8th . . 


. Feb. 24 . 






Acts 10 to 


Acts 23 


9th . . 


. Mar. 3 . 






Acts 24 to 


Rom. 9 


10th . . 


. Mar. 10 . 






Rom. 10 to 


1 Cor. 7 


nth . . 


. Mar. 17 . 






1 Cor. 8 to 


2 Cor. 5 


12th . . 


. Mar. 24 . 






2 Cor. 6 to 


Eph. 1 


13th . . 


. Mar. 31 . 






Eph. 2 to 1 


Thess. 1 


14th . . 


. Apr. 7 . 






1 Thess. 2 to 


2 Tim. 1 


15th . . 


. Apr. 14 . 






2 Tim. 2 to 


Heb. 7 


16th . . 


. Apr. 21 . 






Heb. 8 to 


r Peter 3 


17th . . 


. Apr. 28 . 






1 Peter 4 to 


Rev. 1 


18th . . 


. May 5 . 






Rev. 2 to 


Rev. 15 


19th . . 


. May 12 . 






Rev. 16 to 


End 


Each reader 


s requested to select a favorite verse each week from the 


readings of the w 


eek, write it upon a slip of paper, sign h 


is or her name 


and hand to the superintendent at Sabbath-school on the Sunday following 


:he reading. 


F. D. Jolly, Superintendent. 



The Baptist Temple Bible School, Brooklyn, N. Y., has 
a good method for home readings. The reading out- 
lines are given out one Sunday to be read in connection 
with the lesson for the next Sunday. They are brought 
back, placed in the box which is in the church vestibule, 
gathered by any one who has this special work in 



BAPTIST TEMPLE BIBLE-SCHOOL, 
BROOKLYN, N. Y. 

This certifies that 

has finished prescribed work given by this School in the 

Reading of the Bible for the year ending June 

Pastor. Supt' 

Secretary. 



1 Wording of a certificate 12x15 inches. 
108 



INTEREST IN BIBLE STUDY 

charge. In June the readings cease. All who have made 
a perfect record receive a diploma. 

After the first year, and for each successive year, a gold 
seal is placed on the diploma. This applies to every de- 
partment of the school, including the Home and Chinese 
Departments. 1 

In the First Baptist Sunday-school, Plainfield, N. J., 
daily Bible reading is stimulated by telling a Bible story 
frequently, in part only, and urging the children to hunt 
for the rest of the story and give its location in the Bible. 

Memorizing. In the Park Church, Elmira, N. Y., 
to be a member of a "regular" class in Sunday-school, one 
is required to learn and recite : 

i. The Lord's Prayer. Matt. 6 : 9-13. 

2. The Creed. 

(Cards given for.) 

3. The Ten Commandments. Exod. 20 : 3-17. 

4. The sum of them. Matt. 22 : 37-40. 
And, 

5. To learn and recite with the school each Sunday the lesson 
set for the day in the paper. 

It is stimulating to read of the further requirements 
for membership in this school : 

The Ten Commandments and the Apostles' Creed are learned 
by those over ten years of age, before enrolment in the school. 

Pupils are then called "Preparatory" until they have commit- 
ted to memory the Church's Liturgy — twenty-one Sundays. 

The Liturgy (compiled mostly from the Bible) and prepara- 
tory to the regular course, is learned by the younger pupils 
in the Primary classes ; by those older, in a separate course of 
twenty-one lessons ; by the more capable if they choose, at the 
same time with the regular lessons, receiving credit for both. 

The Church gives a Testament to pupils who have completed 

1 The superintendent credits the Sunday-school Times for his 
first impulse for this, but part of it is his own idea. 

109 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

the Liturgy, and have been satisfactory six successive months 
in the regular lessons of the course, and in the other require- 
ments of the school. Also : 

To those satisfactory one year of successive Sundays, a one- 
year certificate. 

To those satisfactory two years, a two-year certificate, and so 
on five years. 

To those who remain in the school a sixth year the Church 
gives a Bible or Bible Dictionary. 

Pupils are "Irregular" when they needlessly fail of the school 
requirements, and exhibit no interest in restoring themselves. 
These are considered as visitors merely, taking no Library Books 
until they have been satisfactory six weeks, or their back marks 
are restored. 

Honorary members receive credit for all they perform, but 
do not always commit the lesson. 

Parents of pupils are urged to assist their children in com- 
mitting the lessons to memory, and to read with them the re- 
quired chapters. They are cordially invited to join the school, 
on equal terms with their children. Those who do this never 
regret the time thus given. 

In the First Presbyterian Sunday-school of Wilkes- 
barre, Pa., many of the older teachers are examples to 
their classes in earning the certificates offered for com- 
mitting to memory the following chapters : 

BIBLE CHAPTERS TO BE MEMORIZED. 

FIRST SERIES. 

Psalms I, 23, 91, 103. Romans 12. 

Isaiah 53. 1 Corinthians 13. 

John 14. 1 John 3. 

SECOND SERIES. 

Psalms 27, 34, 121. Hebrews 12:1-11. 

Isaiah 55. 2 Peter 1. 

Matthew 5 : 1-16. 1 John 2 : 1-17. 

Matthew 7: 1-20. Revelation 22. 
Matthew 25 : 31-46. 

IIO 



INTEREST IN BIBLE STUDY 



The following sets forth another plan : 

FIRST PRESBYTERIAN SUNDAY-SCHOOL. 

POUGHKEEPSIE, N. Y. 

Members of this school who learn the following parts of the 
Bible will be presented with a Bible: 

Exodus 20: 1-17: Matthew 5:1-16; 6:1-15. 

Psalms 1, 19, 23. 1 Corinthians 13 : 1-13. 

E. P. Platt, Superintendent. 

The Princeton Presbyterian Sunday-school, Philadel- 
phia, Pa., has made announcement by card as follows : 



ANNIVERSARY REWARDS FOR JUNE, 1904. 

FIRST 

To the scholars who shall recite the Shorter Catechism — the first 
eighty-one questions to be recited to the teacher before the first of Jan- 
uary, 1904, and the entire Catechism to the Pastor some time during May, 
1904. (This reward is a handsome and useful reference Bible, such as 
each scholar should have.) 

SECOND 

To the scholars who shall attend forty Sabbath services during the 
year, of which at least thirty shall be in our own church, and commit to 
memory the texts of the sermons — the entire number, forty, to be recited 
to the teacher prior to May 1, 1904. 

THIRD 

To the scholars who shall give forty passages in the Old Testament 
which refer to Jesus Christ and which are quoted in the New Testament, 
the passages to be neatly written in ink, on cap paper, on one side of sheet 
only and to be handed in on the first Sabbath of May, 1904. 
FOURTH 
To the scholars who shall recite to their teacher Isaiah 53d, Psalms 
125th and 91st, Ecclesiastes 12th, Romans 8th and Hebrews 12th, and 
Hymns 390, 537, 512 and 511 from the new Presbyterian Hymnal. 
FIFTH 

a. To the scholars who shall not be absent during the year. 

b. To the scholars who shall not be absent more than three Sabbaths 
during the year. 

Certificates of attendance at other schools during summer accepted. 

SIXTH 
To the scholars who shall commit to memory and recite the Golden 
Texts and memory verses of the lessons to the teacher each Sabbath. 
SEVENTH 
To the scholars who shall bring three new scholars who are not mem- 
bers of any other school and shall continue their attendance at least three 
months. 

FOR INTERMEDIATE CLASS 
Reward No. 2. — To read 35 Sabbaths ; 25 in our own church. 
Reward No. 4. — Omit Isaiah 53d, Romans 8th, Hebrews 12th and 
Hymnal 512. 

Reward No. 5. — To read four Sabbaths. 



Ill 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

4. Special drills on Bible history, promises, facts and 
people, from the superintendent's desk, taking only a few- 
minutes at a time, usually during the opening exercises, 
is an excellent plan, and with some peculiar advantages. 
This drill may be conducted by the superintendent, the 
pastor, or by one specially appointed to the task. 

In the Walnut Street Presbyterian Sunday-school, 
Philadelphia, following the opening hymn five minutes 
is devoted to a question-and-answer supplemental course 
of Bible study prepared by John B. Smith, and published 
by the Sunday-school Times Company, Philadelphia, Pa. 
The superintendent says : "I think we have learned more 
all-round knowledge of the Bible (teachers, scholars and 
superintendent) from this supplemental course than in 
almost any other w r ay." 1 

The little book edited by Mr. Smith is entitled A Sup- 
plemental Bible Question Course, and ought to be in the 
hands of every Sunday-school superintendent, however 
efficient he may be. It is a course of simple questions 
(with answers in parenthesis) divided into thirteen les- 
sons, giving drill on 

1. The names and grand divisions of the Bible, the spirit and 
object for which the Bible was given, and the use we should 
make of it. 

2. A brief outline of the life of Jesus and an ability to tell the 
good news He brought. 

3. An outline of the history of the Jewish nation. 

4. A little related knowledge of the world's history. 

5. Ten to twenty verses designated by their titles ; for ex- 
ample : The Golden Rule, The Little Gospel, The Faithful Say- 
ing, etc. 

6. Ten to twenty eminent chapters known by their titles or 
contents; for example: 1 Cor. 13, Rev. 22, Matt. 5, etc. 

1 This word of commendation of this plan is, indeed, signifi- 
cant, coming as it does from the gifted editor of the Sunday- 
school Times, Mr. Charles Gallaudet Trumbull. 

112 



INTEREST IN BIBLE STUDY 

7. The descriptive appellations of thirty to fifty persons; for 
example : An Israelite Indeed, The Father of the Faithful, etc. 

8. The names of twenty to thirty Bible places, and the chief 
events that have made them famous. 

9. The Ten Commandments, Psalm 1, Psalm 23, The Beati- 
tudes, The Lord's Prayer, The Apostles' Creed. 

10. Twenty other choice passages, with some idea of their 
meaning and use, and the places where they are found. 

n. The ability to find Bible references promptly, and to en- 
joy it. 

I believe with Mr. Smith that the school that has been 
well drilled in these lessons will have been made so famil- 
iar with the order, classification, times and characteristics 
of the various Bible books that before the year is over it 
will be able to recognize many of the books from the read- 
ing of any plainly characteristic verse selected from them, 
and generally, in the case of the remainder, to recognize 
the class to which they belong. 

In the Classon Avenue Sunday-school, Brooklyn, N. Y., 
the teachers and scholars are expected to become familiar 
with certain facts and parts of the Bible which are printed 
in their manual, such as : 



Books of the Bible. The Life of Jesus. 

Psalms 1, 23, 117, 121. The Apostolic Church. 

The Lord's Prayer. Life of Paul. 

The Beatitudes. Chronological Table. 

Memory Verses. Biblical Geography. 

The Apostles' Creed. Memory Tests. 

Old Testament History. Reminders. 



The school is drilled by means of charts, where abbre- 
viations are used to indicate the various facts and events, 
until all are familiar with them. Then the drills are from 
memory. The following outline of the life of Christ will 
illustrate this method in drills and grouping of facts: 

113 



MODERN METHODS IN SUNDAY-SCHOOL WORK 
THE LIFE OF JESUS. 

PERIODS. 



I. P 30 y. 
II. J ii mo. 

III. E G 16 mo. 

IV. N G 6 mo. 


V. L J 6 mo. 
VI. L P i week. 
VII. 40 D 40 days. 




I. Preparation. 


NB WM 


FE HN VJ 




II. JUDEA. 


B Tern 


F D N 



w s 

III. Eastern Galilee. 
RN CH A A SM 3C 

IV. Northern Galilee. 
SPh W 4,000 PC D F Tra 

V. Last Journeys. 

RL PS YR BM AB 

VI. Last Passover. 

T E L D L SI Tri C 

VII. The Forty Days. 
R E T AD G C A 

This is putting great truths in a small compass, but is 
possible and practicable. The above is the key or abbre- 
viations for the history of the life of Christ, set forth in 
an attractive and readable way, at once thorough, com- 
prehensive and devotional, in the Outline Lessons on the 
Life of Christ, 1 prepared by Rev. R. R. Williams for 
the use of the Classon Avenue Sunday-school, Brooklyn, 
ond now issued in leaflet form by the Sunday-school 
Times Company. 2 

1 Price, 2 cents per copy or $1.50 per hundred copies, postage 
free. 

2 Address, Philadelphia, Pa. 

114 



INTEREST IN BIBLE STUDY 




In the Second Presbyterian Sunday-school, Dubuque, 
la., the superintendent takes five minutes of the opening 
exercises for normal drill on Books of the Bible, some 
Bible character, chronology, journeys, description of Je- 
rusalem or other localities, and other ideas which suggest 
themselves. For this drill he has found "A search for 
Bible Texts" very taking with the scholars. The schol- 
ars are asked to open their Bibles, then a certain text is 
called for and the scholar first finding it rises and reads. 

115 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Usually ten references are given, and the scholar credited 
with the greatest number receives a card or simple sou- 
venir. 

The United Church, New Haven, Conn., has an "Out- 
line Chart of Old Testament History," arranged pri- 
marily for teaching supplemental work in the Junior De- 
partment. The broad outlines of Old Testament history 
are arranged in the following way : 







W. THE HETURN-BEGINNINGS368C 
REMEMBER . 

CYRUS 
DARIUS 

Zerubbabel 

EZRA 
NEHEMIAH 

Esther 



under Zerubbabel 

-rebuilds Temple 
under ezra -collects 
, [scriptures 
Undernehemiah-rebuilos 
[wall 0f jerusalem 



The Captivity -S8J-S36&C. 
Fall or Jerusalem to First Return 

REMEMBER 

JEREMIAH 
EZEHIEL 
DANIEL 
NEBUCHADNEZZAR 



Life in Babylon 
StoryoeDaniel 
Deliverance by Cyrus 
Captives 70 years 



V. The Kingdom-/ioo-ss7B.c-TheNation becomes aKingoon 
' United unde'rSaul -David-Solomon 

Divided 975 bc. 
JUOAH 

RE HOBO AM /SAIAH 

ASA JEREMIAH 

JEHOSHAPHAT 

JOSMH*" '(c^%) 



ISRAEL 
Jeroboam Elijah 

AHAB _ ELISHA 

Jeroboam n. jonah 

f/SRA£L TAKEN I AMOS 

{captive jnic.) HOSE A 



JV TheJuoge$-iuoo-iioob.c-FromOthmel TOF1RST/O//6 

EMEMBER 
DELIVERANCE THRO'.DEBi 
GIDEON'SARMV [At/0, 
STORYOFRUTH 



STORY OF SAMSON 
SAMUEL flNO ELI 

Samuel, last judge 



othaiiel,first and Samuel, 
deborah [last judge 
Gideon 
Samson 
ruth 
Eli 



IH. THEWANDERiNGS-/500-/JU)DB.C-THE EXODUS TO THE JUDGES 
i THE FAMILY BECOMES A NATION) 
REMEMBER 

Tr'ePassoveh i 

The exodus I moses 

giving commandments Aaron 

The Tabernacle Joshua 

death of moses Caleb 

entrance and conquest of land of canaan 



JZ. THECH0SENfAMILY-2dd0-/S00BC-CALL OF/ABRAMW THE EXODUS 

REMEMBER 
call'ofabram 
life in canaan 
Joseph sol o into Eg ypt 
Birth of Moses 
Moses'conflict with Pharaoh 



Abraham 


JACOB 


LOT 


JOSEPH 


/SAAC 


MOSES 



I. The Beginnings -before 2000&C- TheCreationtoCallofAbkam 

REMEMBER 

ADAM AND EVE 



THE CREATION 



The Fall 
THL 



'HEFLOOD 

ABRAM'S EARL YL/FE 



Enoch 
Cain and ABEL NOAH 
METHUSELAH fiBRAM 



Il6 



INTEREST IN BIBLE STUDY 

This chart is printed on white cardboard, with a 
bright red-letter outline for the important events. 1 The 
author of this chart, Miss Frances S. Walkley, expresses 
the belief that its need is seen in that one finds by a little 
examination that though most of our young people have 
been in Sunday-school all their lives, they have little 
knowledge of the Bible in any unified way. Isolated 
events they know, but often without time, place or sur- 
roundings. Our Bible-school teaching has concerned 
itself largely with details. It needs next to group the 
detached facts into great periods, centring, as they usu- 
ally do, around some single event, to show the progression 
of thought and life running through all the periods 
toward a higher ideal of God until the culmination is 
reached in the lives of Christ and His apostles. It needs, 
then, by much drill to fix these groupings in the minds 
of the children so that in after life each event will nat- 
urally be thought of in its proper setting. Only by such 
means can any history be really understood. 

The First Methodist Episcopal School, Philadelphia, 
prints "Supplemental Work" cards, the Topics and 
Golden Texts of the lessons appearing on one side 
of the card, and on the opposite side the supplemental 
work to be done during the quarter, such as the memoriz- 
ing hymns of the Church and certain portions of the 
Scriptures, also the catechism, etc. 

5. Map drawing is one of the best ways for making 
real to the boy and girl the events of olden times. Give 
them a definite location and a definite idea of that loca- 
tion, and the event will live for them. 

In the Classon Avenue Sunday-school, Brooklyn, N. Y., 
the following are the directions for filling in a map of Pal- 

1 These charts may be obtained from Miss Frances Walkley, 
155 Elm Street, New Haven, Conn., 5 cents each; 50 cents per 
dozen; $3.50 per hundred. 

117 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

estine, with questions based on the study of the lesson for 
the quarter: 



MAP OF PALESTINE. 

The principal divisions, waters, cities, etc., may be marked on the 
Outline Map by their initials, as follows : 

Waters. Cities and Towns. 

Mediterranean Sea MS Bethlehem B 

Dead Sea DS Jerusalem J 

Sea of Galilee SG Nazareth N 

Divisions. Capernaum C 

Judea J Gergesa G 

Sam aria , S Decapolis D 

Galilee G Caesarea Philippi CP 

Perea P Jericho J 

Which of the above are mentioned in the lessons of the quarter? 

The more advanced scholars may add the following: 

Mountains. Cities and Towns. 

Hermon H Hebron H 

Nebo N Sychan S 

Lebanon L Bethel B 

Carmel C Cana C 

Gilboa G Bethany B 

Gerazim G Ephraim E 

Ebal E Tyre T 

Gilead G Sidon S 



Periods in the Life of Christ and the Lessons in Each: 

I. Preparation, Lesson 

II. Judea, Lesson 

III. Eastern Galilee, Lessons. 

IV. Northern Galilee, Lessons 

V. Last Journeys, Lessons 



VI. Last Passover, | The lessons of next quarter are devoted to these 
VII. The 40 Days, f two periods. 



Acrostic. 

1. A well-known city of Palestine. 

2. A place where Jesus spent some time, once mentioned in the gospels. 

3. Three Books of the Bible. 

4. A prophet who foretold Christ's coming. 

5. A village in Galilee where Christ wrought a miracle. 

6. A wicked King. 

7. A Book of the Bible. 

These seven initials give a proper name mentioned in both last 
quarter's and this quarter's lessons. 



In this school they draw also the map of Jerusalem, 
which is more difficult for pupils. 

These outline class maps, giving merely the outlines of 
countries, rivers, lakes, seas, etc., can be purchased from 

118 



INTEREST IN BIBLE STUDY 

Sunday-school supply publishing houses. 1 The names of 
divisions, cities, rivers, lakes, etc., to be rilled in by pupils, 
and may also be colored. 

6. Review work. The important work of review 
requires painstaking and prayerful preparation. With 
such care the review may prove one of the most interest- 
ing, as well as one of the most helpful, of all the exercises 
of the school. Let us never forget the opportunity in this 
work of clinching truths, recalling half-forgotten ones, 
and of impressing lessons that may mould the years and 
inspire one's whole life. 

There are various valuable suggestions for this work. 
In the Olivet Memorial Sunday-school, New York City, 
the weekly blackboard review is a regular part — and a 
very important part — of the Sunday-school session. It 
is conducted by the superintendent, and lasts about ten 
minutes. The questions are not only relevant to the sub- 
ject of the lesson, but are carefully kept within the scope 
of what has been taught ; thus in the teachers' preparatory 
class, in the individual classes and in the review, there 
is an aim to bring in the same facts and truths, and thus 
produce unity of impression ; moreover, the review is con- 
ducted with the purpose of drawing from the scholars 
what they know, and not of discouraging them over what 
they do not know ; of giving the scholars not a hazy no- 
tion of many things, but a distinct and accurate knowl- 
edge of a few things; hence, the weekly review is not a 
review of the individual lesson, but of the series up to 
the point reached in the progressive study. Whenever 
possible, questions are put so as to connect them in the 
order of time or of thought, or so as to form a chain of 

1 The David C. Cook Publishing Company, 36 Washington 
Street, Chicago, 111., has three kinds: No. 1, Palestine; No. 2, 
The Journeys of St. Paul ; No. 3, Bible Countries. Size of each, 
10 by 12. Price : 10 or more, 1 cent each ; 50 or more, 80 cents 
per hundred, postpaid. 

119 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

circumstances; thus, it is made possible not only for the 
dullest scholar to remember but difficult for him to for- 
get. In review attention is first given to the slowest and 
most restless scholars, and when those are led to take 
interest there is little difficulty with the rest. Here it is 
found best, as a rule, not to ask review questions of the 
whole school, but to sections, to classes, and to such in- 
dividuals as can be inspired to answer with reasonable 
accuracy and confidence. To draw word-pictures re- 
quiring the school to fill in the names of places and 
persons, or to give circumstances and events, seems more 
popular than any other form of conducting the review, 
says the Rev. William Denman, D.D., of this school. 

One of the most interesting and successful ways that 
have been adopted for review Sunday is the use of the 
quarterly or semi-annual special reviews prepared by 
John B. Smith, and published by the Sunday-school 
Times Company. 1 These cover certain periods of the 
International Lessons. 

In the Church of the Strangers, New York, the quar- 
terly reviews are studied in the classes like any other 
lesson, and the children are questioned from the platform. 

Written tests and work. The written test has proven 
successful. Where it is used it is usually made the re- 
quirement for promotion, and certificates are granted in 
recognition of merit. Leaflets bearing such review ques- 
tions can be obtained quarterly from many of the Sunday- 
school supply publishing houses. 2 

There are various ways of using the review slips. 
Sometimes, as in the Plymouth Congregational School, 
Toledo, O., they are given out the preceding Sunday, 

1 Address, Philadelphia, Pa. 

2 The Twentieth Century Sunday-school Bureau, Paterson, 
N. J., prints a list of forty questions on the International lessons 
of each quarter, with spaces for answers below. Price, 50 cents 
per hundred, postpaid. 

120 



INTEREST IN BIBLE STUDY 



CLASSON AVENUE SUNDAY-SCHOOL, 
Brooklyn, N. Y. 



TEST QUESTIONS ON STUDIES IN HISTORY 
OF THE PATRIARCHS. 

December 29, 1901. 

1. Who was the Father of the Jewish race ? 

2. About how long before Christ was he called from Ur of the Chal- 

dees ? years. 

3. What was the name of Abraham's wife ? 

4. What were the names of his two sons? and 

5. Who was Isaac's father?. 

6. Give two cities in Southern Palestine in which Isaac lived. 

and 

7. In what cave was he buried ? 

8. Who was given a dream of a ladder reaching to heaven? 

9. Who was sold to the Midianites? 

10. What son of Jacob rose to honor in the court of Pharaoh? 

11. About how long before Christ did Moses live? years. 

12. To what tribe did Moses belong? 

13. The name of Moses' brother? — 

14. The name of Moses' sister? 

15. Through what sea did the children of Israel pass on leaving 

Egypt? 

Class No Name 



taken home and returned on Review Sunday, filled 
out, just as the regular study slip ; at other times the 
slips are held till Review Sunday, and then dis- 
tributed at the beginning of the hour; the pupils 
bring pencils, and the numbers of the questions to be 
answered are indicated on the blackboard, about twenty- 
five out of the forty given being selected. A regular 
written examination follows, about forty minutes being 
allowed for the work. At the close of one quarter in this 
school the slips were filled out beforehand, and the review 
during the lesson hour conducted from the desk, 
the superintendent, assistant superintendent and pas- 
tor each taking part; for instance, one drilled the school 

121 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

on the Titles, another on the Golden Texts, another on 
the principal characters of the lessons, etc. This was 
varied by songs, prayers, etc. 

This written test may take the form of written compo- 
sitions or word-pictures. In the Presbyterian Sunday- 
school of Salt Lake City, at the close of a quarter, when 
the study had been on the life of Joseph, the pupils wrote 
compositions with Joseph as the subject, and prizes were 
awarded for the most successful. The Classon Avenue 
Sunday-school, Brooklyn, has a similar plan, and one that 
encourages, attracts and u draws out" pupils. In this 
plan compositions are called "word-pictures," and pu- 
pils are requested to write of some scene or scenes in 
the lessons of the quarter, — such as has been, "Mary at 
the Tomb Weeping," "A Young Fisherman in the Gali- 
lean Lake," etc. 

In addition to offering rewards and certificates where 
the system of written examinations is new, it is helpful 
at times to place the work of the members of the school 
on exhibition. This magnifies the importance of their 
work both in their own view and in that of the older 
members of the church and school, and so stimulates in- 
terest in many ways. 

Special committee. In the First Presbyterian School, 
Newport, R. I., Review Sundays have been given 
to the care of a special committee, two devoted 
competent women, who plan the programmes for such 
days, varying the exercises from quarter to quarter, as- 
signing different exercises to different classes and mem- 
bers of the school, and at times having two older per- 
sons — perhaps the pastor, the superintendent or an elder 
— speak, one drilling the school on the essential facts of 
the quarter: the places, the persons and cardinal truths; 
the other speaker directing attention to spiritual lessons 
in the studies of the quarter. This plan also gives op- 

122 



INTEREST IN BIBLE STUDY 

portunity for musical features of pleasing and helpful 
interest to the school. 

The stereopticon is another aid in the review of les- 
sons, being used with great success. In the First Con- 
gregational School, Burlington, Vt, one quarter, each 
lesson was given to a teacher and she was asked to formu- 
late from six to ten questions on the lesson assigned and 
hand them to the superintendent, that they might be 
asked by him during the review time and answered by 
the teacher. Each teacher was informed beforehand as 
to the title of the stereopticon views used to illustrate the 
lesson, and points about the pictures were brought out 
by the questions. This plan resulted in an interesting 
variety of questions, with the originality of twelve dif- 
ferent persons exhibited in the questions and answers. 

Those schools having graded courses of study with pro- 
gressive work, like that of the Bible Study Union Graded 
Lesson System, 1 have a special advantage at the time of 
review in the "sets" of stereopticon views which can be 
rented for a nominal sum 2 — beautiful views of Bible his- 
tory and scenes in the Holy Land covering in a general 
way the entire Scripture study of the quarter. 

The stereopticon reviews are frequently open to the 
parents and friends of the children, and at times to oth- 
ers, the review programmes being arranged with the ob- 
ject of bringing the older people into touch with Sunday- 
school work. 

Special suggestions. In the First Presbyterian Sun- 
day-school of Peoria, 111., part of the time of Review Sun- 
day is devoted, as supplemental to the usual studies, to the 
work of the different boards of the Presbyterian Church. 

The Church of the Messiah, Brooklyn, N. Y., in addi- 

1 Address, 95 South Street, Boston, Mass. 
2 Address John H. Thurston, 50 Bromneld Street, Boston, 
Mass., or try any local optician. 

123 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

tion to the examination at the end of the year, has a cate- 
chism "spelling match," conducted by the superintendent, 
for those who are willing to enter it. Questions are asked 
rapidly along the line from pupil to pupil ; any one mak- 
ing a mistake is dropped from the contest until finally 
only one remains, and this successful one receives a prize. 
7. Maintaining continuity of work. That vacation 
periods, or absence of pupils out of town, may not result 
in careless habits, such as neglect of Sunday-school, Bible 
studies and readings, pupils may be provided with sets 
of special cards for keeping records of their work while 
away, receiving credit therefor the same as when in the 
home school. The Classon Avenue Sunday-school, 
Brooklyn, furnishes outlines, one for each Sunday of the 
vacation period, to all pupils going away. The following 



PRESBYTERIAN SUNDAY-SCHOOL, 
POUGHKEEPSIE, N. Y. 

Scholars who are absent from Sunday-school, with good excuse, will 
receive credit on the records of the school if they learn the lessons at home, 
and send this paper, properly filled out, to the teacher. 

Date of absence 

Why was I absent?.: 

What iv as the lesson about? 

Where was it ? 

What -was the Golden Text?. 



What persons were mentioned ? 

What places? 

What was said about Jesus ? 

What should everybody learn from the lesson ? 

What did I learn ? 

{Sign your name) 

I24 



INTEREST IN BIBLE STUDY 

is for the use of pupils if absent at any time of the 
year. 

Another simple and comprehensive record card of 
special merit is outlined as follows : 



RECORD OF HOME STUDY 
FIRST CHURCH SUNDAY-SCHOOL 

Burlington, Vermoni [over] 


Week Beginning 


Subject of Lesson Studied 


Lesson Scripture 
























































This certifies that I have devoted at least one half hour a week to the 
study of the Sunday-school lessons in accordance with above report. 

Signed 


[Reverse side.] 

VISITING RECORD CARD OF 

FIRST CHURCH SUNDAY-SCHOOL 

Burlington, Vermont 

This card, properly filled out, certifies that. 

is a member of this school, and is entitled to credit of attendance for 
having visited the following Schools 

Supt. [over] 


Date 


Name of School 


Town or City & State 


Signature of Supt. 



























































125 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

The Central Presbyterian Sunday-school, Auburn, 
N. Y., where the Bible Union Study Courses, which are 
not dated, are used, is able to hold the interest in a con- 
nected course by the fact that scholars out of town for 
the summer do not lose the continuity of the course; the 
Sundays of July being regarded as special days, while 
August is vacation for the school. 

8. The Church of the Strangers Bible-school, New 
York, makes it a point to keep its work, and the im- 
portance of it, constantly before the members of the 
school, and therefore asks them the following questions, 
which are answered by rising : 

How many have read the Bible every day? 

How many have brought their Bibles with them? 

How many have brought their lesson books with them? 

How many have asked some friend to come? 

How many classes are perfect in attendance? 

9. The success of using day-school methods in the 
Sunday-school is illustrated in the Chinese Department 
of the Baptist Temple Bible-school, Brooklyn, where in 
place of the old method, using the alphabet for a start, 
the superintendent of the department, who is a kinder- 
garten teacher in the city, Miss Grace M. Barker, uses 
Ward's Phonetic System, the same as is used in the Brook- 
lyn public schools. "Her success has been quite wonder- 
ful," writes Rev. W. I. Southerton, "as their pronuncia- 
tion, which is very hard for a Chinaman, is quite perfect. 
She has often been commended by visitors for her suc- 
cess. This is also carried into the Bible work, and makes 
it so much easier. The evangelistic work is constantly 
in progress. We have baptized nine at one time." 



126 



CHAPTER IX 

WAYS OF SECURING REGULAR AND PUNCTUAL ATTEND- 
ANCE AND PERFECT RECORDS 

I. Punctual and regular attendance are of first essentials 
in a successful school. How can such attendance be ob- 
tained? An atmosphere of quiet regularity and prompt- 
ness, a school where at once there is life and order, the 
work and exercises invariably on time and without 
hurry, — this unconsciously impresses and appeals to mem- 
bers of a school, inspires them to live up to the 
high standard set before them, and arouses zealous con- 
cern for the school's good name. In the Olivet Memorial 
Sunday-school, New York, the scholars are encouraged 
to come from fifteen minutes to half an hour before school 
opens. During this time, while all boisterousness and un- 
due noise are checked, freedom of movement and conver- 
sation are allowed. The superintendent is present before 
the opening of the doors to receive early scholars, and a 
majority of the teachers find it pleasant and profitable 
to meet their pupils socially more or less early. Up to 
the time the school opens a large card is put on each 
door through which the scholars enter bearing these 
words : 

I AM EARLY. 

Immediately the moment of opening has passed this 
card is removed and replaced by another, which reads : 

I AM LATE. 

In the Ruggles Street Baptist Sunday-school, Boston, 

127 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Mass., promptness is stimulated by closing the doors ex- 
actly on the minute announced for beginning the sessions. 
All who come after that moment are late. 

With a holy, orderly, religious atmosphere which 
draws, but does not repel, a school is ready for various 
plans which can be used to strengthen and encourage the 
habit of regular and punctual attendance. 

2. The influence of the home upon pupils is of urgent 
consideration. Olivet Sunday-school, New York, obli- 
gates parents to aid children in Sunday-school attend- 
ance and requirements : 

To be Taken Home, and Read Carefully by Parents. 



OLIVET SUNDAY-SCHOOL, 

Second Street, New York, 
Between First and Second Avenues. 

To Parents : 

The bearer has applied for admission to our Sunday- 
school, and if the application is in accordance with your 
wishes, please do us the favor to fill up and sign the blank 
on the reverse of this card, that we may from it make our 
Sunday-school record. 

The object of Olivet Sunday-school is to teach the 
Word of God, to bring souls to Christ, to watch over 
them, and to instruct them in the practical virtues of 
Christian character. The children attending this school 
will also receive training in punctual habits and orderly 
behavior, and will have an opportunity for acquiring 
much useful knowledge. 

The aid of parents is earnestly asked in securing to 
the children attending Olivet School a full share of its 
benefits, which can only be attained by entire compliance 
with its rules. All who attend the school must be clean 
in person and dress. Punctuality is required. If a 
scholar is absent four consecutive Sundays without satis- 

128 



PUNCTUAL ATTENDANCE AND PERFECT RECORDS 

factory written excuse, the name is dropped from the 
roll. Rewards are given for punctual attendance, cor- 
rect recitations and good behavior. Each scholar should 
be present by 2.15 p.m. every Sunday. 

Be assured, dear friend, if you see fit to commit your 
child to our care, we shall seek, by the gracious help of 
Jesus, to do what good we can, and will gladly welcome 
you also as a member or visitor at our school sessions on 
Sunday afternoons. 

Your friend, 

WM. DENMAN, 

Pastor and Superintendent. 



Reads. 
Entered __ Cannot Read. 

Promoted to. 

Remarks ... 



CERTIFICATE OF PARENTS. 

To be signed in Ink by the Parents and Returned by the Scholar. 



We, the parents of (here write child' 's name in full), 
, born 

apply for the admission of our child, aged years, 

into Olivet Sunday-school, and agree to use our best efforts to encourage 

the child in regular attendance and full compliance with the rules of 

the school. 
Father 

Mother 

Residence. Street 

Floor, No. Date 

Parent's occupation 

The child had previously attended (or now attends) Sunday-school 

at No Street 

Denomination, . 

Other members of the family in Olivet Sunday -school ^ 

Parents attend church at 



The doors of Olivet Sunday-school are not thrown open 

129 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

to any who wish to attend, but to those, and those only, 
whose parents or guardians sign the preceding certificate 
to assist the officers and teachers in their endeavors for the 
child's best interests. It will be readily seen that the 
teacher's authority is much more potent plus the backing 
of parents or guardian than minus such backing. It has 
been found that parents seldom fail to live up to their own 
agreement. 

On the return of the certificate one of the missionaries 
of the school visits the home to talk more fully over the 
interests of the child. Not until the missionary has made 
her report is decision formed as to the child's admit- 
tance. 

The very successful Park Church School, Elmira, 
N. Y., has the following stringent rule : "For absence for 
three consecutive Sundays without sending word the pu- 
pil is dropped from the membership roll of the school. 
Such pupil may be restored in place and standing by mak- 
ing up past lessons and reciting them and bringing gifts." 

The co-operation of parents may be enlisted further by 
keeping in touch with them through invitations to school 
exercises and reports of the progress of scholars, espe- 
cially giving intimation of honors won by them. 



Philadelphia, October 2, 190). 
The pleasure of your company is cordially requested 
on Sunday morning, October 11th, at quarter before 
eleven (10.45), a ^ ^ ie °^ Bethany Presbyterian Church, 

to participate in the interesting occasion of your 

receiving the honors to -which is entitled. 

Very sincerely the friend of your child and 
Tour friend, 

J NO. WANAMAKER, 

Superintendent. 



1 Wording of a mimeograph letter. 
130 



PUNCTUAL ATTENDANCE AND PERFECT RECORDS 



Another successful plan is the issuing of quarterly re- 
ports to parents, 



JAMES LEES MEMORIAL PRESBYTERIAN SUNDAY-SCHOOL, 
Frankfort Ave. and William St., Louisville, Ky. 


MONTHLY REPORT FOR 




for 

operation in securing the best p 
people. 


We ask your earnest co- 
ossible work from all our 


Date 


Attend- 
ance 


On Time 


Lesson 
Studied 


Attended 
Church 


Bible 
Brought 


Offering 
Brought 














$ 












































Total 












$ 


Those who meet the six requirements will be called " perfect pupils " 
and their names published each month in The Messenger. 

HENRY H. SWEETS, Superintendent. 



showing the attendance of pupils, whether early or late, 
lessons learned, church attendance, and whether a contri- 
bution was brought each Sunday. 

Personal remembrance of the birthdays of pupils 
through cards or letters, — not only in the Primary De- 
partment but also in the older grades of the school, — is 
deeply appreciated, and gives a new grip on the affections 
and loyalty of scholars. No other one thing affords larger 
opportunity of pleasing scholars and parents, and of 
reaching their hearts. We all appreciate a letter — of the 
right sort! And a letter from teachers and other Chris- 
tian workers is valued for the interest, sympathy and 
thoughtful remembrance of which it speaks. Such let- 
ters, too, open the way for the personal word of spirit- 
ual helpfulness, and I can bear witness through experi- 

131 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

ence, as well as through testimony of others, that pro- 
found impressions and lasting good result from this sim- 
ple method, which is within the reach of all. Letters to 
"little ones" can be made the more attractive by selecting 
comic pictures from magazines, drawing the outline of a 
picture in the letter by tracing with carbon paper, and then 
filling in the picture. For example, a picture of a boy 
looking at a billboard, with a teacher's letter on the bill- 
board. Mr. William D. Murray is successful with this 
plan in his large work in the Crescent Avenue Presby- 
terian Sunday-school, Plainfield, N. J. In the Trinity 
Evangelical Lutheran Sunday-school, Lancaster, Pa., a 
birthday box and a card are mailed to each scholar so that 
they are received on the anniversary. Pupils place a penny 
for each year of their age in the birthday box, which is 
returned to the school. 

3. Encouragement of pupils through faithful sys- 
tems of records. For such records the teacher's week- 
ly report of absent scholars is a necessity. The fact that 
pupils are looked up stays many from unnecessary 
absence, as it cheers and encourages those who are un- 
avoidably kept away. The maintaining of exact weekly 
records is stimulating to a school. The Park Church, El- 
mira, N. Y., keeps the record of the standing of each pu- 
pil in bound volumes. Gray-haired men and women can 
consult the library and see to-day what their record was 
thirty years ago. Some schools use record cards, which 
the pupils may take home at the end of six months or the 
year for preserving their own records of their attend- 
ance. 

Absent record cards are now an essential. These en- 
able pupils temporarily away from home to receive credit 
for attendance, thus keeping up the general average of 
the home class and making it a customary duty to attend 
Sunday-school. 

132 



PUNCTUAL ATTENDANCE AND PERFECT RECORDS 



[Reverse side.] 

THE SUNDAY-SCHOOL OF THE CALVARY BAPTIST CHURCH, 
Washington, D. C, 

requests that attendance of the bearer be marked as indicated below : 


Date 
1900 


Name of School 


Place 


Signature of 
Superintendent or Teacher 




S.S. 








s.s. 








s. s. 








s. s. 








s. s. 








s. s. 








s. s. 








s. s. 








s.s. 








s. s. 








s. s. 








s.s. 






Is 


xued to , 




will p 
Secret 


T ease hand card to the Secretary upon returning to the City. The 
dry will mark attendance upon class book as indicated herein. 



Absent record cards sometimes require a record of study 
during the absence of a pupil. 2 

4. There are simple aids for encouraging attendance 
that are at once harmless and helpful, fresh and inspir- 
ing, keeping the school alert and with a deepening and 
growing interest. I now desire to mention some of these 
aids that have been tried and tested and found of large 
value. It will be seen that there are many ; this is well, 
for it is helpful to vary plans in the course of time for 
the sake of variety. Some of these plans go hand-in- 
hand and can be used at the same time, or one or all can 
be suspended at any time. 

1 A similar card, bearing explicit directions, can be obtained 
of the Toledo Sunday-school Supply Company, Toledo, Ohio, at 
40 cents per hundred postpaid. 

2 See Chapter VIII. on Ways of Awakening Interest in Bible 
Study. 

133 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

One of the best aids in securing regular attendance, 
judging by its fruits, is that of the Brownell Street Bap- 
tist School, Fall River, Mass. This is the plan : A small 
rod standing through the end of the class settee, reach- 
ing from the floor to about five feet in height, is shaped 
at the top like a hook. On this hook a maltese cross is 
hung during the session if the whole class, including 
the teacher, is in attendance; a star is hung if the whole 
class is present and the teacher absent. In the vestibule 
of the church is hung a frame containing a large card- 
board upon which are written the names or numbers of 
the classes in their order. Opposite each class for each 
Sunday is pasted a star — red for full attendance, gold for 
class attendance. This makes a strong impression on a 
class, as each week they compare at a glance the attend- 
ance of their class with that of others. The class hav- 
ing the most stars for the quarter is awarded a banner 
for the ensuing quarter. If two or more classes are 
tied, then each class has a banner. The chart, a copy of 
which appears on the following page, represents a slight 
modification of the above plan, the chart (hand-made) 
being framed and appearing in the main room of the First 
Presbyterian Sunday-school, Newport, R. I. This chart 
is made of plain cardboard, size 29 by 2.2 inches. 

The plan of the Brownell Street Baptist School also in- 
cludes a Roll of Honor, printed at the close of every quar- 
ter in large black type, bearing the names of all those at- 
taining a certain percentage of attendance during the 
quarter. This Roll of Honor is hung up in the different 
rooms and departments for the ensuing three months. At 
the end of the year a larger Roll of Honor, in the form of 
a large card bulletin, bearing the names of those in full 
attendance during the year, is printed and left hanging 
for the full ensuing year. The names of officers and 
teachers, as well as scholars, appear, when their per- 

134 



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WAYS OF SECURING REGULAR AND PUNCTUAL ATTENDANCE, AND 
PERFECT RECORDS."" 



135 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

centages so entitle them, upon this roll of honor. The 
superintendent, Mr. J. Clarence Read, attributes his sue- 




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cessful school to the effects of this plan more than to 
anything- else, saying: "It is interesting to see the chil- 
dren point to their names in print; and often another 

136 



PUNCTUAL ATTENDANCE AND PERFECT RECORDS 

child has said, 'I will have my name there next time.' 
Older persons, too, like to see their names in print." 

For faithful yearly attendance there is also a Roll of 
Honor Diploma, as outlined on the preceding page. 
This diploma stands for one year, each additional year 
being represented by a gold star; that is to say, this 
diploma with three gold stars upon it stands for four 
years' work. These diplomas are carried home by the 
pupils, and many of them are found framed in their homes, 
an incentive for others, as well as an eye object of the 
work of the school. 

A Roll of Honor meriting special commendation is 
published by J. S. Eberhart and Son, Chicago. 1 For sim- 
plicity, compactness and attractiveness this will ever hold 
place, if not the first place, among the best of awards, and 
of successful methods of honorable mention for faithful 
attendance. This Roll of Honor is 24 by 38 inches in size, 
and is printed in colors. It has spaces for two hundred 
names, with four squares opposite each name, in which are 
shown the faithful attendance of each one enrolled for a 
period of four years. At the end of the first quarter (of 
the first year) the names are entered of all those who have 
not missed a single Sunday, unless excused for sufficient 
cause, and opposite each name (in square "1") is placed 
a red seal, and to the scholar is given a red badge. At 
the end of the next quarter, opposite the names of those 
who are on the roll who have not missed, a white seal 
is placed on the red and a white badge is given to wear, 
while the names of others who have not missed are placed 
on the roll and have a red seal and badge. At the end of 
the next quarter, those who have red and white and have 
not missed will get the blue seal, which is in the shape 
of a star, on the white, and a blue badge to wear. At 

1 Address, 107 Dearborn Street, Chicago, 111., or 384 Good 
Block, Des Moines, la. 

137 




138 



PUNCTUAL ATTENDANCE AND PERFECT RECORDS 

the end of the next quarter the first ones on the roll, if 
they have not missed, will complete the first year, and the 
first star in the first square with the iron seal, and receive 
the first annual badge and all others in the same order. 
The roll may be introduced into a school with any quarter 
of the year. The roll becomes more beautiful as names and 
different colored seals and stars are added each quarter. 
This, together with the badges in the national colors, red, 
white and blue to represent the quarters, and of iron, 
copper, silver and gold to represent the years, strongly 
appeals to teachers and scholars, and solves the problem 
of "faithful attendance" for many a school. Some schools 
by means of this plan have doubled their regular attend- 
ance. I know of this plan by actual use, and I believe 
it impossible for a school to use this Roll of Honor with- 
out largely increasing its membership, and without awak- 
ening an interest that will continue and grow with the 
growing years. 

For those pupils who have covered the four years' at- 
tendance represented by this Roll of Honor, Eberhart 
and Son suggest a Post-Graduate Course, through placing 
the names upon the roll a second time, but now printed in 
gold letters, attendance being indicated by other sets of 
seals which they have prepared. This plan also includes 
giving a gold pin badge to all who complete the course. 

Another successful Honor Roll is that of the Christ 
Congregational Church, New York City, where attend- 
ance is rewarded at the end of quarters (not necessarily 
consecutively) by badges, pins, etc., as here indicated: 



i st qua 

2d 

3d 
4 th 

5th ' 
6th 



ter Red bow. 

White bow. 

Blue bow. 

(First year) Bronze pin. 

Red bow. 

White bow. 

139 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

7th quarter Blue bow. 

8th " (Second year) Silver pin. 

9th " Red bow. 

ioth " White bow. 

nth " Blue bow. 

12th " (Third year) Gold pin. 

13th " Red bow. 

14th " White bow. 

15th " Blue bow. 

16th " (Fourth year). Special award, not to cost 

over two dollars. 

17th " Red bow. 

18th " White bow. 

19th " Blue bow. 

20th (Fifth year) . .A red, white and blue badge, 

about 2^ inches long by 
1 inch wide, stamped in 
gold letters: 



5 

th 

Y 
E 
A 
R 




This system is carried on with a similar series of quar- 
terly ribbons and a combination badge, gold stamped, for 
each year — sixth, seventh, eighth, etc. 

140 



PUNCTUAL ATTENDANCE AND PERFECT RECORDS 

The St. Andrew's Presbyterian Bible-school of Wil- 
mington, N. C, has a telling method, and one that is 
within the reach of all. In this school the names of 
teachers, with their class numbers, are always on the 
blackboard, and each Sabbath the figures opposite the 
names show how many members of the classes are ab- 
sent. The absentees are visited by the teachers or a 
"committee of the class/' and if needful by the superin- 
tendent and pastor. The Jefferson Avenue Methodist 
Episcopal School, Saginaw, Mich., marks on a black- 
board in the front of the room the attendance and collec- 
tion for the previous Sunday, as well as for the present 
Sunday. The Prospect Street Presbyterian Sunday- 
school, Trenton, N. J., stimulates regular attendance by 
placing in a large frame on the wall near the superin- 
tendent's desk the name of the class having the best aver- 
age attendance for the month. 

A "Profile Record" 1 is another helpful way of encour- 
aging attendance. The First Westminster Presbyterian 
School, Keokuk, la., uses a scarlet thread and tacks to 
mark the fluctuations. A neat profile chart, so simple 
that a child can use it, representing the fifty-two Sab- 
baths of the year, is published by the Profile Record Pub- 
lishing Company, Syracuse, N. Y. 2 

In the Nostrand Avenue Methodist Episcopal Sunday- 
school, Brooklyn, N. Y., the names of those classes hav- 
ing a full attendance are called out by the secretary every 
week, when the classes rise in their places. 

The Second Presbyterian School, Columbia, S. C, has 
received good results from reading out on the first Sunday 
of every month 

The average attendance by classes. 
The average collection by classes. 
The total collection by classes. 

1 See Chapter XIV., on Offerings. 

2 Address 513-514 Dillaye Memorial Building. 

141 



MODERN METHODS IN SUNDAY-SCHOOL WORK 



By this simple method the school has increased its 
average attendance of from fifty to sixty per cent, to be- 

(For explanation of card see following page.) 




tween 70% and 80%, and the average collection 
from between one and a half to two cents to between five 
and six cents per scholar a Sunday. 

142 



PUNCTUAL ATTENDANCE AND PERFECT RECORDS 

A certificate, such as appears on the preceding page, for 
regular and punctual attendance, with honorable mention 
before the school, is the plan of the North Baptist Sunday- 
school, Camden, N. J. This certificate is lettered in gold, 
blue and red, and bears a gold seal with the initials of the 
school stamped in blue, white and gray. It is a pretty card 
and one which any child, or even grown person, would be 
glad to receive as credit for faithful attendance. 

The Park Avenue Baptist Sunday-school, Plainfield, 
N. J., gives tickets to all scholars who are in the room 
before the session is called to order. 



PARK AVENUE BAPTIST SUNDAY-SCHOOL, 
PLAINFIELD, N. J. 



This ticket is given for punctual attendance . 
Thirty of them tvill be redeemed by the Secre- 
tary of the School -with a suitable reward. 



No. J^6. T. A. Cuming \ Secretary . 



The reward usually given is an English Bible with 
leather cover, or a book. 

In the Willoughby Avenue Congregational Sunday- 
school, Brooklyn, N. Y., red and green stars or wafers 
are used to indicate the rank of the scholar. Red is for 
all who are present and early every Sunday each month. 
Green wafers or stars for the scholars who have prepared 
the lesson each Sunday before coming to the class. The 
wafers are pasted on the rolls each month opposite the 
names of the scholars entitled to the honors. The rolls 
are large sheets of white paper ruled by hand in columns 
and horizontal lines. The sheets are about two by three 
feet, are in movable frames under glass, and hang in the 
vestibule. 

Faithful attendance is also encouraged through the "In- 

143 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

dividual Record" plan. At the end of each quarter the 
names of all pupils who have a grade of 100% are placed 
upon the Roll of Honor, which is hung upon the wall. 



COVENANT CONGREGATIONAL SUNDAY-SCHOOL, 
Chicago, III. 



INDIVIDUAL RECORD. 

Class No 

Sunday •, 1901 

Teacher 



Scholar's Name. 
Attendance, 



Bible, . 
Collection, 
Total, 



No. of new scholars secured, 

Place number of new scholars secured on line above. 



Note. — If present at opening of school, mark opposite "Attendance" 
80. If present, but late, mark same 70. If an offering is given, mark 
opposite " Collection " 10. If Bible is brought, mark opposite same 10. 
Thus the total of 100 is possible, and expected each Sunday. 

Be prepared to hand this record to the Class Secretary immediately at 
close of opening exercises, so that no time be lost to the lesson. 
Rev. C. E. Morse, Pastor. E. E. Northway, Superintendent. 



The North Avenue Baptist Sunday-school, Cambridge, 
Mass., has a "Seal Chart," which is giving gratifying suc- 
cess. Large seals are used as credits for different things, 
namely, green seals for attendance, pink for contribution, 
red for bringing Bibles, and blue for studying the lesson. 
There is a small square on the chart opposite the name of 
each teacher for each Sunday in the year. This square 
is divided into four parts, each one to hold a seal desig- 
nating the work to be credited. If the whole class is in 
attendance, then one green seal is affixed; if only four 
scholars are present, then the number "4" is placed in- 
stead of the green seal in the square for attendance ; and 

144 



PUNCTUAL ATTENDANCE AND PERFECT RECORDS 

so on with those bringing contributions, Bibles and study- 
ing the lesson. To illustrate, say that a class has every 
member present, all bring a contribution, six bring their 




r ' \ . ■ 

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Bibles and five have studied the lesson, a green seal is 
placed in the space for attendance, a pink seal in the space 
for contribution, the number "6" in the space for record- 

145 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

ing the bringing of Bibles, and number "5" in the space 
for recording the study of the lesson. 

These charts are of paper, 48 by 64 inches, and are 
usually made to last for two months, when the seal part 
is cut out and new paper inserted. The seals are put on 
every Sabbath during the lesson period, so that the chart 
is hung up before the school as a part of the closing exer- 
cises. The superintendent, Mr. Seth Sears, who orig- 
inated this plan, writes that in widening the chart some 
three or four times beyond the size indicated he finds that 
it becomes too bulky and unwieldy. The value of this 
plan is that it encourages members to attend regularly, to 
give regularly and to study the Bible regularly, thus mak- 
ing attendance and study more interesting and helpful to 
each class as a whole, and raising the tone of the whole 
school. 

A Roll of Honor used by the First Baptist School, 
Youngstown, Ohio, consists of a chart made of 
an ordinary window shade fastened to a spring roller, 
that it may be rolled up and kept clean when not in use. 
Classes are indicated by the names of teachers stencilled 
upon the chart, and opposite, in each of the four columns, 
holes are perforated in order to insert the little hooks to 



ROLL OF HONOR. 


Names of Teachers 


Perfect 
Attendance 

100$ 


Attendance 

70% 


Perfect 
Offering 


Church 
Attendance 





























































































146 



PUNCTUAL ATTENDANCE AND PERFECT RECORDS 

which stars are sewed. Small stars with mucilage on the 
under side could be used, thereby doing away with the 
hooks. 

The first two columns are for attendance, one for 100%, 
meaning that every scholar is present and that the class 
is entitled to a gold star; the second indicates an attend- 
ance of 70% or over, and that the class is entitled to a 
silver star. The third column is for a perfect offering, 
meaning an offering from every one present, and a red 
star is used. The last column is for church attendance 
of the previous Sunday, indicated by a blue star. It is 
to be noticed that with this chart it is not the class con- 
tributing the most money that receives the first mention, 
but the class in which every member has contributed 
something, if only a penny, that is entitled to a red star. 
This chart is arranged by the secretary, and is displayed 
before the school through the closing exercises. 

The Second Baptist School, Holyoke, Mass., makes 
special effort to hold the pupils of the Intermediate De- 
partment, where there is a "system of record star classes." 
The classes which have on any particular Sunday their 
total enrolment present, and each one with an offering, 
no matter how small, are credited with a blue star upon 
a chart of all the classes arranged for the purpose. If each 
scholar in the star class has a Bible, the class is given a 
gold star instead of a blue one. At the close of the quar- 
ter the class having the largest number of stars is credited 
as the "Banner Class," and holds for the next quarter a 
very attractive banner, which is hung upon a standard 
at that particular class during the Sunday-school ses- 
sions. 

The printing of names that appear on the Roll of 
Honor in the local church paper makes live reading for 
both parents and teachers, as well as pupils, who have 
pleasure in their perfect records. Honor Roll names 

147 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

may be helpfully printed on the programmes for Chil- 
dren's Day and Graduation Day. 

Special summer plans. To encourage regular at- 
tendance during summer months, the Walnut Street Pres- 
byterian Sunday-school, Philadelphia, Pa., has made use 
of the following : 



SUMMER SPECIALTIES 

OF THE 

WALNUT STREET PRESBYTERIAN SUNDAY-SCHOOL, 
Philadelphia. 



Our Purpose: To do everything a little better than usual, in our 
Sunday-school work, during June, July, August and September. 

The Committee will make our Sunday-school rooms the pleasantest 
on Attractiveness place in West Philadelphia during the hours of 
meeting. Flowers in pots and vases, fans (electric and "hand- 
power "), water coolers, awnings and other good things will be in 
use ; and help from all will be welcomed. 

The Committee will make the singing worth coming to listen to and to 
on Music join in. Those who play on appropriate instruments 

wiH be welcomed in the orchestra. The summer Sunday-school 

choir will lead the singing. 

The Hot Weather is to be a noble band made up of those who refuse to 
Spartans let summer get the best of them. Membership 

requires attendance at this Sunday-school if in town, or some 
Sunday-school if out of town. Excuses for illness will count as 
though present. If there is no Sunday-school available while away 
from home, thirty minutes' study of the lesson on Sunday will take 
its place. The Daily Home Bible Readings are also to be followed. 
Postal cards and Daily Reading cards will be supplied or sent by 
mail to any one at any time. If desired by mail, address the 
Superintendent as below. 

Letters from Teachers who are away, written to their classes or to the 
and Officers school, will be one of the features of the summer. 

Teachers will please be careful to keep the Secretary, Mr. Wilson 

and Officers Streeter, or the Superintendent informed, as far in 

advance as possible, just when they will be away and when they 

will be at home. 

We're all in it : Every one in the Sunday-school — scholars, teachers and 
officers — are to have a share in these summer plans, especially in the 
Spartan Band. Be sure that you're not left out. 
Yours hopefully, 

CHARLES GALLAUDET TRUMBULL, 

Superintendent ', 
June 16, 1901. 1031 Walnut Street. 



Beginning with the first Sunday in July and continuing 
through the third sunday in september, the sunday-school will 
meet at nine-thirty in the morning. 



148 





(daugftt at tf(e~ 

Sundatl&ctujor 



PL/UNFIELD.N.J. 



Ehxrtno tbe Summer Season, 190 1, vrben tbe session of 
tbe Scbool began at 0.30 o'clock, H. at. ' tlbe bait 
requtreb to catcb a flab was promptness. 



* 




MODERN METHODS IN SUNDAY-SCHOOL WORK 

The names of the Hot Weather Spartans were read 
as a special Roll of Honor at the Rally Day services in 
October. 

In the Park Avenue Baptist School, Plainfield, N. J., 
all pupils who come early during the summer months re- 
ceive a small cardboard fish; and as many as obtain the 
required number, fourteen, of these tokens receive a beau- 
tiful certificate lettered as on page 149. 

Through the left side of this certificate, running 
from the top, is a beautiful broad blue ribbon, fastened 
at the lower end with a large gold seal. Those pupils 
obtaining less than the required number of fish tokens, 
but meriting honorable mention, receive the same certifi- 
cate, except that a red ribbon instead of a blue ribbon is 
used. 

Some schools have an "Honor Day," with a special 
service and a printed programme, which also bears the 
names of all entitled to a place on the Honor Roll for at- 
tendance. Not a few of such schools make it a point 
to hold "Honor Day" service at the usual hour of Sab- 
bath morning worship, "that the Church may see what is 
being done for the children." 

Miscellaneous suggestions. The Ruggles Street Bap- 
tist School, Boston, has a number of silk banners with 
suggestive Bible verses on them, which are used for spe- 
cial occasions ; sometimes on consecutive Sundays to in- 
dicate a banner class in attendance, or giving, or anything 
else that the school may wish to call the attention of the 
department to. Gilt stars on standards are placed for 
similar purposes. Both these devices are omitted for 
longer or shorter periods, being introduced again when 
they would appear fresh and interesting. In some of the 
departments of this school the numbers of the five classes 
having the highest average attendance are placed on the 
blackboard. This inspires so much interest that frequently 

150 




o fc & *g 

2 0- £L O 



151 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

there are more than six classes having 100%, and some 
of the time for several Sundays in succession. 

Organized classes. The classes of a Sunday-school 
are frequently organized with president, vice-president, 
secretary and treasurer. Where the classes are not fully 
organized with all the officers, there is often a class secre- 
tary, or a class treasurer or a class librarian. The card 
on the preceding page explains a system of class secre- 
taries with honorable mention for efficient service. 

Here is a suggestion of the work of a class librarian : 



CLASSON AVENUE SUNDAY-SCHOOL, 
BROOKLYN, N. Y. 



Class Librarian's Report. 
Class No. 

No. of Scholars in Class 

No. of Bibles 

No. of Hymn Books in Good Condition 

No. of Hymn Books in Bad Condition ... 

{Signed) 



Librarian. 



Dated .iqo 



Some schools make use of class colors, banners, badges, 
mottoes, flowers, names, etc. Of course, such things can 
be overdone, but the tendency has been in the opposite di- 
rection. Whatever fosters esprit de corps should be cor- 
dially welcomed. 

In the First Methodist Episcopal Sunday-school, To- 
peka, Kan., each class has a banner on which is inscribed 
its motto. The motto is selected by the class from the 
Bible. The superintendent, Mr. F. J. Thomas, made 
most of these mottoes himself, tracing the letters on white 
cardboard, and then cutting them out and pasting them 
on dark-brown or green dress lining or cambric, which 

152 



PUNCTUAL ATTENDANCE AND PERFECT RECORDS 

can be purchased for about five cents a yard. These 
white letters on a dark background show up beautifully 
and make a pleasing effect. Each class also has a class 
flower. As selections were made by classes they were 
requested to write them on paper and send them to the 
platform, from which they were announced to the school, 
creating great interest among the scholars. In the North 
Baptist School, Camden, N. J., every class has a name. 
At the beginning of the session a banner at the 
head of the class indicates the location of the class for the 
day. The superintendent, Mr. F. W. Ayer, says that 
the use of banners not only adds to the enthusiasm of 
the school, but greatly aids the superintendent in the 
readjustment of classes, which is frequently required on 
the occasion of special services. No announcement from 
the desk is then necessary. The changed location of the 
banner tells the whole story. The banners of this school 
have been accumulating through a number of years, and 
are insured for $500. 



153 



CHAPTER X 



WAYS OF HOLDING AND REGAINING ABSENT SCHOLARS 

I. An essential of a successful school is stoppage of leak- 
age ! A barrel of oil that leaks ever so little soon wastes 
and spoils its surroundings, which is as true of schools 
and boys as of oil and barrels. Could we, would we, as 
Bible-school workers hold on to all whom we have had 
a hold of, the problem of world evangelism would be 
solved. One of our first steps, therefore, is to follow the 
steps of our first and every absent scholar. How can 
this be done ? 



FIRST METHODIST SUNDAY-SCHOOL, 
Boise, Idaho. 


DAILY CLASS REPORT. 
Fill Out One of These Slips Every Sunday. 

T8 Class No Absentees, Sunday ipo 


6> 

.£ Names 
e 

V 


Will you visit or write 
to this scholar before 
next Sunday? An- 
swer "yes" or "no " 


If neither, then give the 
scholar's residence 


2E 






2 

o 












9 






n 






^ Is your class all present to-day f 

% Did you look up last iveek^s absentees ? 

z Report out of town (O. 7\), "left" or "sick" in last 
L column. 

gj Teacher. 


Visit Your Absent Scholars Before Next Sunday if Possible. 



154 



HOLDING AND REGAINING ABSENT SCHOLARS 

2. The teacher's weekly report of absentees should be 
an invariable part of the teacher's work. 

Scholars who leave Olivet Sunday-school, New York, 
must have good reason for so doing, or they will not find 
it easy to get away. It is said of this school that it is 
hard to enter and hard to leave. Any pupil who is ab- 
sent two Sundays without informing the teacher of the 
reason is visited by a missionary, and often by the teacher 
also. The following is the form of card in which the 
teacher reports the absence of a scholar to the superin- 
tendent : 



OLIVET SUNDAY-SCHOOL, 
59 to 63 Second Street. 



New Vork,~- igo 

Mr. Wm. Denman, Superintendent. 

Dear Sir: 

M- living at No 

is absent from my class to-day. 

As no excuse for absence has been received by me, and 
I do not know the cause, I shall be glad to have the 
scholar visited by the Missionary Visitor of the school; 
and if I can possibly find time, I will endeavor to make 
a personal visit myself during the coming week. 
Tours truly, 

Teacher. 

Residence. 

N. B. — When this absentee card is filled out, please place it on the 
Superintendent's desk at the close of school. The unused cards may be 
kept inside the class envelope, or in class book. [over. 



On the back of this card the missionary writes the rea- 
son of the scholar's absence; if not satisfactory the su- 
perintendent takes the matter up with the scholar, and if 
necessary, with the parents also. 

The monthly report is consistent with the weekly re- 

155 . 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

port, and is especially helpful in being the more compre- 
hensive : 



BETHANY SUNDAY-SCHOOL, 
Philadelphia, Pa. 




Class No 


Date 


ion 


Teacher, 

It is the earnest desire of your Superintendents to 
keep in touch with every Scholar. Will the Teacher 
please assign the reasons for absence during the month 
of each of the folio-wing Scholars: 


Names of the Absent 


Address 


Number of 
Sundays 
Absent 


Reasons 










































































It is important for the Teacher to return this slip 
through the Secretary not later than next Sunday, 
190 

Remarks : 



3. Miscellaneous plans. The names of absentees may 
be reported to the pastor of the church, as by the first card 
on the following page. 

The superintendent, too, shares with the teacher the re- 
sponsibility of holding the scholars, and may notify the 
teacher when the record shows that pupils have been 
absent for two or more Sundays with no reason given for 
the absence, using the second card on page 157. 

156 



HOLDING AND REGAINING ABSENT SCHOLARS 



FOR THE PASTOR OF THE 

FIRST PRESBYTERIAN CHURCH, 

Newport, R. I. 



Name 

Address . 
Remarks 



Times absent from services of worship. 

from Sunday-school. 

Date Teacher 



Class No 

PROSPECT ST. PRESBYTERIAN CHURCH SUNDAY-SCHOOL, 
Trenton, N. J. 



Dear Teacher: — I find upon examining your Class 

Record Card that w absent 

Sunday during the month of 

just passed. Will you kindly ascertain the cause of such 
absence and report, if possible, next Sunday, and by so 
doing oblige Tour Superintendent. 



In the First Baptist Bible school, Indianapolis, Ind., 
the superintendent reports the names of absentees to 
teachers, together with this pertinent remark : 

157 



MODERN METHODS IN SUNDAY-SCHOOL WORK 



It is of VITAL IMPORTANCE that all those 
who drop out of the school be looked up at once, and as I 
am confident that you realize your responsibility and are 
conscientiously looking after your class, in case you know 
of any good reason why these are absent, if you have 
called on or heard from them, or purpose to call, will 
you kindly notify me A T ONCE, and greatly oblige, 
Most sincerely, 

C. S. DEARBORN. 



Superintendents often supplement the work of the 
teachers, either by calling on the absentees or by writing 
personal letters. 



R. P. Hammons, Pastor. Horace E. Neal, Supt. 

FIRST METHODIST SUNDAY-SCHOOL. 



Boise, Idaho, ipo 

M. 

My Dear Friend: — For several Sundays we have 
missed you in your accustomed place in your class. We 
hope to have you with us next Sunday again, and enjoy 
your hearty co-operation and assistance. TOU are a 
LINK in our chain, and your absence affects our school 
more than you would suppose. It is TOUR school, MT 
school, OUR school, and may TOU and I do all in our 
power to make it what THE MASTER would have it 
to be. May HE guide us in it all, to wise conclusions. 
'■'■Come thou with us and we will do thee good." 
Very sincerely yours, 

Supt. 

Asst. Supt. 



In the Judson Memorial Sunday-school, New York, a 
return postal card is sent out after an absence of two 
Sundays, with this message to the absentee : 

158 



HOLDING AND REGAINING ABSENT SCHOLARS 



JUDSON MEMORIAL CHURCH, 
New York. 



ipo 

Dear Friend: 

I have missed you for the past Sundays. I hope 

you are not ill. Will you please -write on the attached 
card the cause of your absence and mail it to me f 

Tour friend, 

C. H. SEARS. 

Note. — All pupils absent for three consecutive Sundays, without 
satisfactory excuse, are considered as visitors. C. H. S. 



The card for return reads : 



190 

My Dear Superintendent : 

I am very sorry I have been obliged to be absent for 
the past. Sundays. My absence was caused by 



I expect to be present 

Tours sincerely, 
{Sign here) 



4. Another excellent work, and one consistent with 
other plans, is the appointment of special committees to 
look up absent pupils when the teacher cannot find 
time to call, or desires others also to call ; such committees 
often include scholars of the schools. 

5. The Sunday-school visitor or missionary has made 
a place for herself in the heart and service of the Church. 
Pastors whose churches cannot afford an "assistant pas- 
tor" find largest satisfaction in the aid of a consecrated 
woman who can give her time and talents to the work of 
the Kingdom. The splendid possibilities of this work 
are only now being suggested, and it should earnestly be 

159 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

• 
encouraged. In the larger schools the missionary is 

paid for her work and gives her whole time to it, having 
the principal care of the visiting among the members of 
the Sunday-school and of the work of gaining new mem- 
bers ; and, next to the teacher, the responsibility of absent 
scholars. Sometimes the visitor is a volunteer, who can- 
not give her whole time, but calls upon the absentees, 
those that are ill and in any trouble. She keeps in close 
touch with the superintendent in all these matters. Such 
attention to scholars has a very strong hold, too, upon 
the parents. The work of the Sunday-school visitor or 
missionary is practically that of a deaconess, with the defi- 
nite duty of looking out for the children of the school and 
for those who should be in it. In both the volunteer 
worker finds her reward in the work, in the satisfaction 
of carrying comfort and help to those in need, and bring- 
ing them into touch with the better* things of life. 

6. Pupils who have had repeated or continued absence 
can be reached frequently through appointing a "special" 
week for inviting them to return, when some special occa- 
sion, like Rally Day or Young People's Day, is made the 
occasion of urgent invitation. Such plan often brings 
pupils when otherwise they might feel diffident about 
returning. When a careful record is kept of every name 
placed upon the Sunday-school roll, as there should be, 
much can be done through these "special occasions" in 
regaining the lapsed members — who ought never to have 
been permitted to have lapsed! — by personal word and 
written invitation. 

7. Whatever the conscientious endeavor of a school, 
its duty extends beyond the bounds of its own parish. 
Unless that duty is realized, the Church at large will 
suffer serious and irreparable loss! As schools, we are 
responsible for every soul that goes out from them, as well 
as for those that continue under our care. When a pupil 

160 



HOLDING AND REGAINING ABSENT SCHOLARS 

moves away from attending distance of the Sixth Pres- 
byterian School, Chicago, 111., the superintendent notifies 
the school nearest to the pupil's new home, using the fol- 
lowing cards : 



To Sunday-school. 

This will commend to your care and fellowship 

-who has been a member of the Sixth Presbyterian 
Sunday-school, Vincennes Ave. and Thirty-sixth St. 

We very much regret having leave us, but 

know that will receive a warm welcome in your 

school. Tours faithfully, 

Supt. 



(Will Secretary please mail this card to address on other side, when 
scholar is received into your school.) 



SIXTH PRESBYTERIAN CHURCH SUNDAY-SCHOOL, 
Vincennes Ave. and Thirty-sixth St. 



Chicago, /90 

Dear Superintendent : 

We have just dismissed from our Sunday-school 

living at 

who has been one of our 

members in the. '. Department, and 

whom we affectionately commend to your care. 

Will you kindly look up, and have your Sec- 
retary mail us the card which should hand you 

when joins your school. Tours faithfully, 

Supt. 



It fills one with hope to see such conscientious follow- 
ing of pupils. When all churches practise like plan, we 
shall be spared, perhaps, our appalling number of lapsed 
"Christians." 

161 



CHAPTER XI 

WAYS OF REACHING AND SECURING NEW SCHOLARS 

We talk of "taking the world for Christ." Have we for- 
gotten that an important part of that world, so far as we 
are concerned, is by us — in the boys and girls, and others 
whom we daily meet? "Why stand ye gazing up into 
heaven?" No impossible task is before us. The Sun- 
day-school that is not reaching out, and reaching new 
scholars, is an anomaly. The successful work of the 
Sunday-schools of to-day in reaching new scholars is a 
fascinating story, full of inspiration and promise. There 
are various successful plans that can be used, for the most 
part, in any school and under any conditions. 

This work is usually prosecuted by the Sunday-school 
itself. It is its own best agency. The results, therefore, 
are two-fold: souls are reached and the lives of pupils 
doing the work are enriched, there is a deepening of their 
spiritual life. 

i . Our first effort is to awaken the interest of the school 
in the work of reaching new pupils. The methods em- 
ployed to this end may seem simple (so much the better) 
and little in themselves, but they speak of sympathy, co- 
operation, common interests and purpose, and of a real 
work accomplished for Christ and His Church! What 
are some of the ways of getting the enrolled members of 
a Sunday-school to work for new members? We now 
enumerate, bearing in mind that here, too, the best of 
plans should be changed sometimes for the sake of fresh- 
ness and variety. First, we may mention the awarding of 
Certificates of Honor. In awarding such certificates, let 

162 



REACHING AND SECURING NEW SCHOLARS 
4 ttbe Cwentletb Centurg movement. 



£0ie Certificate of |)onor 

u atsatbeb 6j f 6c 

(pougPeepeie, Qt. *g. 



Co. 



for ewurtng. 



Ccacljer, 



ae a regular metnBet of t$e ^c^ooP. 




Ctae&t. Jhtperinf 



Snt> TObosoev>er Will, let Dim Come. 

us remember what they stand for. A government bond 
may be of little intrinsic value, but that which it stands for 
counts. So with certificates of award for bringing in new 
scholars. 



REWARD OF SERVICE. 



THE SIXTH PRESBYTERIAN SUNDAY-SCHOOL 

hereby gratefully acknowledges a valuable service ren- 
dered by of class No. 

in bringiug into our school 

located in class No 

The school will give a nice bible in exchange for two of these cards 
secured by any scholar, provided the scholars so brought in attend our 
school not less than eight times within three months from the time they 
first enter, and provided, also, they are not taken from any other Sunday- 
school. These cards will not be given for bringing back former members 
of our school unless they have been absent more than six months. 

Chicago , ipo 

163 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

In the North Baptist School, Camden, N. J., a member 
of the school on bringing in his first "new scholar," as a 
token of appreciation, has his certificate of membership 




REACHING AND SECURING NEW SCHOLARS 

which he received when he entered the school framed for 
him. On bringing a second new scholar he receives a 
Bible. 

In the United Church Sunday-school, New Haven, 
Conn., three certificates are given, first, second and third, 
as the pupils bring in new members. A facsimile, re- 
duced, of one of the certificates is given on the preceding 
page. The other certificates are similar, the "Third Cer- 
tificate" being somewhat more elaborate, with a larger 
and, of course, different picture, and with gold printing 
and decorations. 

The meagre expense of such certificates places them 
within the reach of all schools. Prints of any picture 
desired, imitations of platinos, can be obtained for 2.\ 
cents for a size 6J by 8J inches, other prints according 
to size. 1 Such "prints" pasted on cards variously printed 
make beautiful gifts, suited to various purposes. If one 
prefer, it is possible to obtain plates for such pictures, 
but the results can hardly be so satisfactory. These 
tokens of appreciation, bearing pleasant recognition of 
the co-operation of pupils, are a great stimulus to them, 
and it tells on their future lives as well as on the present 
life of the school. Yet some workers cry, "Can we afford 
it ?" As though we were in this business for carnal gain ! 
Can we afford not to do it? In addition to the spiritual 
gain, which ought to be the supreme consideration, the 
ultimate financial gain more than covers the expense of 
such work. For additional scholars, the United Church 
Sunday-school announces the following awards: 

For Four Scholars : A portfolio of Brown's Pictures of 

the Life of Christ, or Bible. 
For Five Scholars : A large mounted picture, or book. 

Address A. C. Bosselman & Co., 525 Broome Street, New 
York City, or similar business houses. 

165 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

For Six Scholars: A Bagster's Bible, or a Bible Dic- 
tionary. 
Note. — The pictures are copies from celebrated artists, and 
mounted. The size depends upon the number of scholars. 

A system of "contests" is another way of varying the 
work and of stimulating the zeal of scholars in effort for 
new members. The Poplar Street Presbyterian Sunday- 
school, Cincinnati, Ohio, constituted itself into five com- 
panies, and through a contest secured two hundred new 
members. The five companies organized were called 
A-B-C-D-E. Company E was the Primary Department. 
The others were classes from the other grades organized 
to take in the classes of both boys and girls in such a 
manner as would make them about equal in strength. 
Each division was given a color and also a banner. The 
banner was made of cloth of the color representing the 
company, and contained the letter of the company. Mime- 
ograph membership blanks were made. As the new 
members came they were brought to the front seat and 
the membership blanks were filled out, and the members 
credited to the company responsible for their coming. 
The banner of the company which had secured the largest 
number of members was placed upon the platform in a 
very conspicuous place. The contest lasted about six 
weeks. Great enthusiasm prevailed. The contest fur- 
thermore was very close, with the exception of one com- 
pany. The winning company was dined by the losing 
companies at the close of the contest. 

In the First Baptist Church of Jamestown, N. Y., the 
classes were divided into two companies, two young men 
being chosen as leaders, to whom the teachers of classes 
reported the new members gained by their classes, — not 
the new ones in the classes, for the scholars gained by 
one side were often placed in classes of the other side. 
New pupils were counted after having registered and 

166 



REACHING AND SECURING NEW SCHOLARS 

attended one session of the school, the record being kept 
on a blackboard placed in front of the school and the 
figures changed each Sunday by the leaders. 

A similar contest was carried out by a school in Erie, 
Pa., each side using invitation and membership cards 
of a different color, one side blue and the other side red, 
the record being kept by the cards. 



UP, UP. 

DOUBLE UP 

is our motto, and we are -working to make January i , 
i goo, show a roll -with DOUBLE the f resent number. 
If you do not attend any school, ive invite you to 

COME 

to The Calvary Baptist Sunday-school, on 10th St., 
between Peach and Sassafras, ivhere you will receive a 
hearty welcome. Bring this card with you. 

Erie, Pa. HERBERT H. VAIL, Superintendent. 



THE CALVARY BAPTIST SUN DAY-SCHOOL, 
10th, Bet. Peach and Sassafras, 

Welcomes 

Address 

Introduced by 

G. W. WICKHAM, Ass't. Su/t. H. H. VAIL, Supt. 



The lettering on the cards of each side was alike, the 
only difference being in the color of the cards. 

Similar contests have served in other churches. In 
the Classon Avenue Sunday-school, Brooklyn, N.Y., the 
division was by classes, the success of the contest de- 
pending on the attendance and the credits for new schol- 
ars, the bringing in of a new scholar entitling the class to 

167 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

an extra ten credits. The certificates for bringing in 
new scholars were publicly awarded, and the classes per- 
fect in attendance were indicated on the attendance bul- 
letin by a gold star, for each new scholar brought into the 
school by any member of the class, placed over the num- 
ber of the class. A banner was placed each Sunday in 
the class having the best record for the preceding Sun- 
day, the color of the banner indicating the side to which 
the class belonged. 

In the Covenant Congregational Church School, Chi- 
cago, 111., autograph buttons were used. Each pupil who 
brought in a new member received one. Last year, when the 
membership had reached five hundred, red and black but- 
tons were divided among the scholars, and the side bring- 
ing in the largest number of members during the week 
was announced on Sunday, the teachers wearing the color 
of the winning side. A prize was awarded to the scholar 
who brought in most members, also to the class and to 
the department which best succeeded. 

The Walnut Street Presbyterian Sunday-school, Phila- 
delphia, Pa., stimulated the attendance and increased the 
enrolment recently by announcing in December that on 
the ist of April two honor lists would be read, one con- 
taining the names of the ten classes in the Sunday-school 
who had the highest record of average attendance during 
the time from the ist of December to the ist of April; 
the second list containing the names of the ten classes 
which brought in the most new scholars during the same 
period of time. The two lists were read each Sunday 
during this time, or almost every Sunday. As it con- 
stantly changed according to the varying record of the 
classes, there was continued interest during the entire 
period to see which class could get near the top. For 
a long time one of the classes had a record of 100% ; 
that is to say, all the members were present every Sun- 

168 



REACHING AND SECURING NEW SCHOLARS 

day. In order that the classes which brought in new 
scholars might have due credit, the following card was 
used: 



WALNUT STREET PRESBYTERIAN SUNDAY-SCHOOL, 
Walnut, above Thirty-ninth Street, Philadelphia. 



In response to an invitation by 
Class No 

/ would like my name enrolled as a member of the 

Sunday-school. 

Name 

Address 

Date of entering 



Usually, credit for "new scholars" includes names 
gained for the Home Department and the Cradle Roll. 

Miscellaneous awards. The Willoughby Avenue Con- 
gregational Sunday-school, Brooklyn, N. Y., is very suc- 
cessful in giving out cards called "nominating cards," 
and promising a bronze medal for bringing in three new 
scholars, a silver medal for five and a gold medal for 
ten. The new pupils must stay in the school for at least 
four Sundays before credit is given to the scholar bring- 
ing them in; and when the scholar has earned a bronze 
medal and brings in two more members, the bronze medal 
is exchanged for a silver one. The gold medal is simi- 
larly earned. This school has had as many as nineteen 
new members in two successive Sundays, when only one 
medal, a bronze one, was earned. The medals are pub- 
licly awarded at sessions of the school. 

In the First Presbyterian Sunday-school, Johnstown, 
Pa., awards are in the form of money, which goes to the 
mission funds of the successful classes. 

In the Christ Congregational Church, New York, a 

169 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

silver medal, the cost limited to three dollars, is given to 
the scholar who brings into the school during the year 
the highest number of new pupils over five in number, pro- 
vided that such pupils have not been drawn from a neigh- 
boring school. 

The Sunday-school of the Trinity Reformed Church, 
Canton, Ohio, upon receiving a pupil from a neighboring 
school notifies the superintendent of that school, that there 
may be opportunity, if desired, of winning back 
the pupil to his own school. For this purpose a reason- 
able time is allowed, after which the pupil is enrolled if 
he still desires to remain. This plan of Trinity Reformed 
School merits conscientious consideration. We cannot 
be too careful about drawing pupils from other schools. 
Naturally, there will always be some changes; and if a 
school fails to progress and meet the needs of pupils 
losses must be expected. But with conditions normal 
and fairly equal, there should be closest sympathy be- 
tween schools, and efforts for mutual protection and sup- 
port. The Lord save us from carnal, sectarian strife ! 

The Prospect Street Presbyterian Sunday-school, Tren- 
ton, N. J., places the names of those scholars who bring 
in new pupils on an Honor Roll, each new pupil brought 
in being represented by a gold seal. 

In the Central Methodist Episcopal Sunday-school, 
Brockton, Mass., the slips used by the scholars in bring- 
ing in new pupils are placed on file, and later the new 
scholars and the ones who brought them in are given a re- 
ception. The plan happily furthers acquaintance in the 
school. 

One of the successful plans in the James Lees Memorial 
Bible-school, Louisville, Ky., in securing enlarged at- 
tendance is the use of a "Roll of Recruiting Officers/' 
The plan is to enroll any one as a recruiting officer who 
brings as many as three new pupils and sees that 

170 



REACHING AND SECURING NEW SCHOLARS 

they are in their places at least six Sundays. Realizing 
that an officer should be equipped with a sword, the 
school promises to each enrolled officer the ''Sword of 
the Spirit, which is the Word of God." 

2. Miscellaneous plans. A welcoming committee for 
meeting strangers at church services and inviting them to 
the Bible-study hour is helpful. The Kirk Street Con- 
gregational Sunday-school, Lowell, Mass., has some ten 
interested Sunday-school workers who see to it that every 
stranger at church receives a personal invitation to the 
Sunday-school session. Visitors to the school should be 
welcomed cordially, of course. 

The following card may mean much to a stranger who 
comes into the Sunday-school for the first time, or for the 
few Sabbaths of his sojourn : 



SUNDAY-SCHOOL, CALVARY BAPTIST CHURCH, 
City of Washington. 



Visitor'' s Name. 

Home Address 

Member of Church. 

Position in Church or Sunday-school. 

1903 



Should he return to the place as a permanent resident, 
would he not naturally return to the school that once 
gave him cordial welcome? 

The Rayne Memorial Sunday-school, New Orleans, 
La., has a Department of Extension consisting of the 
missionary, a volunteer who works faithfully for the 
school and has brought in a large number of scholars, and 
a permanent visitation committee. The district contig- 
uous to the church is divided into a number of districts, 

171 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

with a chairman in charge of each, whose duty it is 
during the week previous to Ingathering Day to provide 
for the visiting of every home in his district, and regu- 
larly thereafter to keep in touch with the persons reached, 
with view to getting them into the Bible-school. Any 
newcomers into a district are at once visited. 

The Baptist Temple Bible-school, Brooklyn, has found 
that much time is wasted in house-to-house work through 
not knowing localities ; for instance, some parts are flock- 
ing with Catholicism, where visitation has proven prac- 
tically useless, but this school has found that its members 
frequently know of a child, a house or a family that ought 
to be reached. Each member of the school, therefore, is 
asked to fill in the following blank : 



BAPTIST TEMPLE BIBLE-SCHOOL. 
BUILDING DEPT., , 190 



Please ansiver the following questions: 
Have you any brothers and sisters f 
Hoiv many and what ages } 
Are they all in this school f 
If not here, write where they do attend. 
Have you parents living f 

Are they attendants of any church, and where ? 
Do they attend Sunday f Where ? 

Do you know any boys, girls, young men or young 
women who do not attend Sunday-school t 

Make a List. 

Name 

Address 



Name 

Address 

Class Teacher - 



172 



REACHING AND SECURING NEW SCHOLARS 

A similar plan, but of simpler form, is the use of the 
following cards : 



BRICK CHURCH SUNDAY-SCHOOL, 
Rochester, N. Y. 

To the Superintendent : 

Below please find name and address of a person I 
know of not now attending Sunday-school, who, I think, 
might be gotten into our School by your personal atten- 
tion and effort. 



Please sign your own name and address. 



Possible New Scholar: 

Name 

Address 

Remarks : 

Return, when filled out, to Rev. G. B. F. Hallock, JO Livingston Park. 



RECRUIT CARD. 
BRICK CHURCH SUNDAY-SCHOOL. 



Please write below the name and address of one 
person you know who is not now attending Sunday-school, 
and who you think might accept an invitation to co?ne 
to ours. We will see that a cordial invitation is given. 

Be sure NO T to give the name of any one who is a member of any 
other Church or Sunday-school. 

The person's name- 

The person's address, No St. 

About what age is the person ? 

N. B. — Write any suggestions as to classes they might like, or other 
remarks, on back of card. 

Please fill out this card and hand to your teacher this 
morning, if possible. If not, then secure this week the 
name and address of one possible new scholar and hand 
in card next Sunday. 

Name of teacher of your class 

Teacher please collect cards and hand to Superintendent. 



173 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

When addresses are obtained through the use of such 
cards a personal letter from the superintendent is sent 
them: 

BRICK CHURCH SUNDAY-SCHOOL, 
North Fitzhugh Street, corner of Allen. 



Rochester, , 190 . 

It is not the desire of the Brick Church to increase its 
membership, or that of its Sunday-school, from those 
who attend other churches. But we do have a warm wel- 
come awaiting those who have not already chosen a 
church home. 

This letter is a special invitation to you to come and 
join one of the classes in our Sunday-school, as we are 
told by a friend of yours that you are not a member of 
any school at present. 

The hour of meeting is exactly twelve o'clock noon. 
The session closes promptly at one o'clock. We have 
a beautiful new room seating 1,500, and suitable depart- 
ments and classes for all ages. Large classes for young 
men and young women, in class-rooms that open into 
the main school-room. We try by spirited music, short, 
earnest prayers, faithful Bible study and a variety of 
general exercises to please, interest and profit all who 
come among us. 

The visitors' seats are conveniently located near the 
doors. We will be happy to greet you there, and, after 
the opening exercises of the school, to show you the vari- 
ous classes. 

Please accept this invitation and come next Sunday. 
Ever cordially yours, 

G. B. F. Hallock, Superintendent 

In sending such a letter, a card like the one on the fol- 
lowing page is enclosed. 

3. House-to-house visitation for reaching new schol- 
ars is a permanent part of the work of some schools. For 

174 



REACHING AND SECURING NEW SCHOLARS 



BRING THIS CARD WITH 

This card introduces 


YOU. 


H/ 


\ND 


TO 


USHER. 






M 




























•who accepts 


an invitation to 


become a 


member 


of the 


Brick Church Sunday- 


school, 


Rochester , 


N. 


r. 








G. B. F. HALLOCK 


,Suj> 


erintendent. 


School meets at 12 o'clock, 


noon, N. Fitzhugk St. 


, cor. 


Allen St. 



such canvass, the Rhode Island State Sunday-school As- 
sociation uses the form outlined on the next page. 

To conduct such canvass once in a lifetime is one thing ; 
to constitute such canvass as an essential feature of a 
school's yearly work is quite another thing. The North 
Baptist Sunday-school, Camden, N. J., consider them- 
selves responsible for the section of the city in which they 
are thus centrally located, and aim to know through per- 
sonal visitation at least twice a year the occupancy of 
every house in that section, with church and Sunday- 
school status of each member of the household. As a 
result, quite a large number of new pupils are added to 
this school yearly. Through a similar plan in the First 
Baptist Sunday-school, Asheville, N. C, one teacher 
brought in one hundred and eighty-five children in one 
year from the slums, places of filth and squalor, 
washed their dirty hands and faces, cut and brushed 
their hair, clothed them and brought them to Sunday- 
school. Out of that number about fifty, or al- 
most one-third, were rescued and saved. Others 
scattered to different places, some moved away from the 
city. Some of the brightest boys and girls in the Sun- 
day-school came from this class of people, and are now 
becoming splendid Christian workers. After remaining 

175 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

in the Sunday-school for some time they forget the days 
that are gone and press forward to a higher calling. 





HOUSE-TO-HOUSE VISITATION. 










Sub-Distric 


t No 


Name of f aim 


7v 




i y 


Language White V Colored \ " ,| 


No. in Family 
Attending S. S. 


No. in Family 

Communicant 

Church Members. 


No. in Family 
15 years old 
and under. 


Total No.— All 
Ages — in Family. 










Church Preferences. — 

Put an X opposite the Church preferred. 


Advent | 


Methodist Episcopal 




Baptist | 


Methodist Primitive 




Baptist Free | 


New Jerusalem Church 


Christian ] 


Presbyterian 


Congregational | 


United Presbyterian 




Episcopal | 


Roman Catholic 


Friends ! 


Universalist 


Jews 1 


Unitarian 


Lutheran | 




No Preference . . . I 1 


If their denomination is not named above, write it here : A 


Write name of Pastor of Church attended or preferred: 


Are any of family members of Churches in other places ? 




Visitor's Ad 

Put 




ANY REMARKS ON THE BACK OF THIS CARD. 



The First Baptist Sunday-school, Concord, N. H., re- 
cently completed a card catalogue of all persons coming 
under the influence of the church, compiled from the 
lists of pew-holders, church members, members of the 
Sunday-school, young people's societies and all the vari- 

176 



REACHING AND SECURING NEW SCHOLARS 

ous organizations connected with the church, supple- 
mented and augmented by the names of every member 
of every family on the list. The city is divided into dis- 
tricts, and the names on the catalogue have been assigned 
to volunteer "callers," who have a systematic plan of 
personal effort for each individual. 

4. Another simple plan is with view of enlisting all 
the members of a school in the home missionary work of 
reaching new scholars. Beautiful announcement cards 
are placed in the hands of all the pupils, to be used as 
invitation cards, with an added personal word, if pos- 
sible, to persons who are not attending any Bible-school 
or church. This is the spirit and habit that should be 
cultivated, worked for, prayed for, — if we are to follow 
our Pentecostal ideal. 

5. Now follows another essential feature of this work : 
the suitable reception and care of new pupils, only so 
can they be secured. The first impression on coming 
into a school means much to them. The North Baptist 
Sunday-school of Camden, N. J., feel that the proper 
assignment of scholars to classes is a matter sufficiently 
important to occupy all of one person's energies as a 
school officer. And so they have, as an assistant to the 
general superintendent, their superintendent of classi- 
fication, who happens to be a public-school teacher well 
fitted for this special work. It is to this lady that every 
new scholar is introduced on entering the school. The 
first thing that "Teddy" does after the pleasant welcome 
he receives is to enter his own name, if he can write, in 
the school album, wherein also are entered data as to his 
previous Sunday-school connection, if any ; age, residence 
and birthday. Additional blanks are provided for re- 
cording what class he is assigned to, and, when leaving, 
what becomes of him, so far as can be learned. He is 
thus made to feel at the very start that he is already a 

177 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

person of importance in the eyes of those who "run" 
that school, and it is easy to imagine how excitedly he 
will be telling his mother, after returning home that first 
day, of how he wrote his name in the big book, and how 
nice the lady was who asked him questions and thought 
so much of him. 1 

Enrolment blanks are also used for recording helpful 
data: 



ADMISSION BLANK. 

BETHANY SUNDAY-SCHOOL, 
Philadelphia, Pa. 



ipO 

Will the Teacher please see that a blank like this is filled up by each 
New Scholar, whether coming from another School or as a transfer from 
another Class ? 

My name is 

/ live at 

/ am .years of age 

I am a member of. Church 

If not a member, write NO in the blank. 

My father 's name is 

My mother 's name is 

I have brothers sisters. Their names are 



I ivork at I formerly 

attended Sunday-school at 

My former class in Bethany was 

/ joined this School, as near as I can remember ', about 

month .year. 

Teacher'' s Name 

Class No 

This information may sometime be of great service to the scholar. 
Secretary. 



a Charles Gallaudet Trumbull, The Sunday-school Times, Feb- 
ruary 17, 1900. 

178 



REACHING AND SECURING NEW SCHOLARS 

In the First Methodist Sunday-school, Boise, Idaho, 
when the application blank has been filled out and handed 
to the secretary, the following slip is returned to the 
teacher of the class in which the new pupil is enrolled : 



Teacher's Name 


TEACHER'S SLIP. 


Class No. 


NEW SCHOLAR. 




No 


Street. 








After this scholar has been in attendance two Sundays 
-will be enrolled as a regular member of your class. 

PHILLIP J. TA TE, Enrolling Secretary. 



Enrolment slips are filled out sometimes by the teachers 



PROSPECT STREET PRESBYTERIAN SUNDAY-SCHOOL 
of Trenton, N. J. 



Dear Superintendent : 

I have to report that I have enrolled 

as a member of my class. 

Member of - Church. 

Residence 

Age 

Parent's name 

(Omit last two questions if an adult.) 

To u rs fa ithfu lly , 

Teacher Class No 



Sunday-schools that "succeed" magnify the enrolment 
of new pupils in some special way. The pledge card has 
given good results. 

179 



MODERN METHODS IN SUNDAY-SCHOOL WORK 



PUPIL'S CARD. 

/ hereby enroll myself a pupil in the 

FIRST BAPTIST BIBLE-SCHOOL, 

Indianapolis, Ind. 

And will try to be punctual and regular in my attend- 
ance and to study my lesson. 

Name - 

Address 

Date 

Date of birthday 



The United Church Sunday-school, New Haven, Conn., 
gives each new member a card bearing a pleasant greet- 
ing, the calendar of the church services being printed on 
the back of the card. 



UNITED CHURCH SUNDAY-SCHOOL. 
New Haven, Conn. 



Dear Friend : — We are very happy to -welcome you 
to our Sunday-school, and desire to express to you our 
most cordial greeting. We shall try to help you to 
become better acquainted with the Bible, and hope that 
your relation to Christ may become more real. In order 
that the greatest good may be accomplished, ive expect 
that you -will be regular in your attendance and faithful 
in the preparation of your lessons. Kindly extend to 
the other members of your family an invitation to any or 
all of the services of the Church and Sunday-school. 
Hoping that ive may be of mutual service to each other, 
I am Tours very truly, 

WALTER R. DOWNS, General Superintendent. 



On this card, which is about 4x6 inches, appears a pic- 
ture of the Christ, "Behold, I stand at the door and 
knock." 

180 



REACHING AND SECURING NEW SCHOLARS 



Beautiful certificates of membership are sometimes 
gfiven : 

as 




If such certificates and similar gifts 1 seem small in 

1 For an award Bible of flexible leather cover and good print, 
containing Bible Dictionary and Concordance, I commend Nel- 
son's Teachers' Bible, No. 7,5015^ (90 cents net) . Address 
Thomas Nelson and Sons, 37 East Eighteenth Street, New York. 

I8l 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

themselves, one has but to listen to the remarks of the 
recipients to learn that they have been given genuine 
pleasure, and that another link has been forged in the 
golden chain of heavenly influences that help bind them 
to God and to the Church of our Blessed and Divine Re- 
deemer. But to this end our gifts of material things must 
be sustained by greater things : love, sympathy, spiritual- 
ity ! The secret at the last of securing scholars to a 
school lies in a well-ordered school, absence of confusion, 
clearness of plan, immediate helpful work, and in that 
quiet, strengthening, fragrant atmosphere through the 
Divine Spirit that is ever of those who abide under the 
shadow of the Almighty. 



182 



CHAPTER XII 

WAYS OF SECURING CHURCH ATTENDANCE 

I. The problem of Christianity has been tersely stated 
as that of church attendance; and the problem of church 
attendance as that of getting the children to church. The 
latter statement certainly cannot be questioned. Would 
we find the explanation why there are so many non- 
church-goers, and why others continue the conscientious 
attendants and sustainers of the Church notwithstanding 
the maelstrom of modern life, we must look back into the 
childhood of these people when the one were permitted 
to neglect Church worship and when the other were re- 
quired to go, even when averse. And when we inquire 
of lapsed Christians and lukewarm church members, we 
find that in youth they were without the religious teach- 
ing and church-going habits which were enforced on the 
youth of those who now, for the most part, are the 
stanch, strong and devoted members of our churches. In 
similar early training also we find the explanation of the 
faithful church-going of Roman Catholics. Rev. Fred- 
erick Campbell, Sc.D., recently said: "It is a matter of 
joy that we have such large numbers of children and 
youth in the Sabbath-school, for this affords most val- 
uable opportunities to churches and pastors. But it is 
a matter of lamentation that perhaps the greater number 
of our Sabbath-school scholars do not attend the regular 
public services of the Church. We speak of the Sab- 
bath-school as the nursery of the Church ; but many more 
children graduate from the Sabbath-school into the world 

183 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

than into the Church. It is folly to say that when chil- 
dren reach that age at which great numbers of them drop 
out of Sabbath-school they will at once drop into the 
Church in any permanent way. During all their child- 
hood they have been cultivating two habits — that of Sab- 
bath-school attendance, which they now threaten to break, 
and that of absence from church, which they do not 
threaten to break. When the only tie between the Church 
and the youth is the Sabbath-school, with the sev- 
ering of that tie the youth is lost to the Church. . . . 
There is widespread complaint at present about the neg- 
lect of church-going. Permit me to make a partial diag- 
nosis of the case in the statement that a generation ago 
parents became lax in encouraging the children in church- 
going. We now inherit the results of their folly 
in multitudes regularly absent from the house of God. 
What you expect men to do when they are grown you 
must teach them to do when they are young. 'Train up 
a child in the way he should go, and when he is old he 
will not depart from it.' If because of nervous infirmity 
any child be unable to attend both church and Sabbath- 
school ... I unhesitatingly say, 'Keep him at home 
from Sabbath-school, but take him regularly to church.' 
It is the view of many that public service is for grown 
people and Sabbath-school for children and youth. This 
is a great mistake. I like Dr. Herrick Johnson's defini- 
tion of the Sabbath-school as being 'the Church engaged 
in the study of the Word of God.' This destroys, as it 
ought, that line of demarcation between the Sabbath- 
school and the Church ; they are one, and ought to be one. 
It ought, therefore, to be possible to define the Church 
as being the Sabbath-school engaged in attendance upon 
the sacraments and the preaching of the Word ; but every 
one knows that such a definition would falsify the facts. 
To describe the Sabbath-school as 'the children's church' 

184 



WAYS OF SECURING CHURCH ATTENDANCE 

is a very grave inconsistency; for if the Sabbath-school 
be a church, where are the sacraments and the preaching 
of the Word ? Who ever took part in the one or listened to 
the other in the Sabbath-school? If we are to have 
church-goers in the next generation we must train them 
up in this. This can only be done by abandoning such 
theories on the one hand and by confronting a fact on 
the other. That fact is the growing disregard of parental 
obligation. Where parents view the Sabbath-school as 
the children's corner of the church, as the nursery their 
department of the home, and attend church without them, 
both parents and children should be specially dealt 
with. And when parents do not themselves attend 
church, as is true in many of our Sabbath-school families, 
and merely send their children to Sabbath-school, the 
Church must be both father and mother to the little ones 
and gather them for its public services. Constant at- 
tention to this need of childhood will alone establish the 
church-going habit. Neither for childhood nor for com- 
ing maturity can the young afford to miss the public 
services of the house of God. You may say that chil- 
dren will not understand the sermon. Are you sure that 
all older people comprehend its divine truths? Could 
one per cent, of this congregation tell this minute what 
their pastor preached about last Sabbath? Could one- 
tenth of one per cent, give an intelligent account of his 
discourse? The benefit of church-going, whether to old 
or young, is not only in possessing an understanding and 
memory of the discourse; it is, rather, in the whole in- 
fluence of the service, of which the sermon is a minor 
part; in the personal association with Christian people, 
in the character of him who stands as God's living mes- 
senger, in the impression produced by song and sacra- 
ment and prayer, in the hush of the devout assembly 
and awe-inspired by the very architecture of the sacred 

185 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

building. The child who is not enjoying all this is de- 
prived of the holiest and most uplifting influences which 
are open to mankind." * 

If our Sunday-school work fail, then, of securing the 
attendance of pupils upon the church services of wor- 
ship, we have failed pitifully ! Indeed, we have largely lost 
our years of toil, lost our youth ! and lost their services to 
God's Church and Kingdom! Does this appear an ex- 
travagant statement? The Rev. Alfred Rowland, in a 
recent article in the British Weekly, 2 referring to the 
mooted question, "What becomes of all our Sunday- 
school scholars?" told of a teacher who attempted to 
trace a hundred of the old pupils of the school. Out of 
the seventy-seven cases in which he was successful, he 
found that only two were attending church regularly, 
while thirty-nine had become confirmed drunkards. This 
may be an exceptional case. I believe it it. But let 
our many depleted churches say whether or no the chil- 
dren of their schools, so much as half of them, have 
become attendants and supporters of the Church! All 
of which throws a singularly strong light on the need 
of definite effort in instilling the children with the duty 
of church attendance and of bringing them into church- 
going habits. By what means can this be accomplished? 

2. Methods of interesting children in Church services of 
worship. First, we ought in all possible ways to enlist the 
co-operation of the parents. The task is doubly hard 
when they are indifferent. The First Presbyterian Church 
of Newport,, R. I., has found it helpful to print Rev. Dr. 
Campbell's article, quoted above, in the form of a leaflet for 

1 Extract from an address before the Kings County Sunday- 
school Convention in the Baptist Temple, Brooklyn, N. Y., No- 
vember 20, 1902, published in the Christian Work and Evangelist 
January 17, 1903, p. 112. 

2 December 19, 1901. 

186 



WAYS OF SECURING CHURCH ATTENDANCE 

distribution among parents. Similar literature is also 
placed in the hands of parents at convenient seasons. We 
do well also to disillusion those who reason, "My chil- 
dren do not care to go to church, and I do not believe 
in compelling them to go." Would these same parents 
so reason of secular education? If so, the State comes 
in to be wisdom for them, and to say that the child must 
go to school. Children do not want to do many things ; 
sometimes they do not want to wash their faces, go to bed, 
or give up painting a window with shoe-blacking. Chil- 
dren of indulgent parents have a lot of good times; but 
those same children may some day despise the folly that 
indulged them. 

Our effort must also be with the children. The church 
services should usually be announced in the school. 
Where the school meets before the church service, the 
announcement is made just before the closing of the ses- 
sion, and all who can are urged to attend. In the Central 
Christian Church, Lexington, Ky., the closing exer- 
cises of the school are omitted and scholars and teachers 
pass directly from the class-rooms to the church audi- 
torium. The pastor, Rev. I. J. Spencer, says: "As a re- 
sult of this method and the earnest co-operation of su- 
perintendent and teachers, Jjjo of the entire school at- 
tend the church services." The minister preaches at 
eleven o'clock, usually on some part of the ample Sun- 
day-school lesson, giving much study to its preparation 
to make it graphic and helpful to the younger pupils. 
Church attendance is further encouraged through credit, 
therefore, in the records of Sunday-school work; reports 
of church attendance for the Sabbath, or the preceding 
Sabbath, being made to the teacher and credited to the 
pupils in the class records. 

Again, in the opening exercises of the school the su- 
perintendent or pastor may request all pupils who at- 

i8 7 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

tended the last morning service of worship in the church 
to rise or to raise the hand. Such request may not be 
advisable every Sabbath, but an occasional request of the 
kind is a reminder to the whole school that their doings 
are followed with solicitous interest, and this will be kind- 
ly encouragement and admonition to church attendance. 

In the First Baptist Sunday-school, Jamestown, N. Y., 
the reports for the day include the attendance at church 
of those present in the school. If the per cent, of church 
attendance is smaller than usual, attention is always called 
to it. 

In Trinity Presbyterian Church, San Francisco, Cal., 
in the quarterly reports classes have rank according to 
the record of their church attendance, i.e., are numbered 
i, 2, 3, etc. 

In the Baptist Temple Bible School, Brooklyn, N. Y., 
the class in the Intermediate Department having the best 
percentage for church attendance gets a banner; and in 
the Junior Department a flag. 

In some systems of marking, attendance on one of the 
Sabbath services of the church is necessary for securing 
a "perfect mark" in the Sunday-school. 1 

The plan originated by the Rev. Byron H. Stauffer 
of Grace Methodist Episcopal Church, Buffalo, N. Y., 
has been variously modified by other workers, and as ex- 
plained by the Rev. Frederick Campbell, Sc.D., of Brook- 
lyn, N. Y., is as follows : Let the pastor give out cloth- 
covered tickets like the one on the following page, cover- 
ing the dated Sabbaths of a certain period, and, after 
addressing the Sunday-school on the duty and privilege 
of church attendance, personally go through the school 
and place one ticket in the hands of each individual, 
young and old, scholar and teacher. This brings the 

1 See Chapter IX., on Ways of Securing Regular and Punctual 
Attendance and Perfect Records. 

1 88 



WAYS OF SECURING CHURCH ATTENDANCE 





1 8 15 22 29 
March. 




IB 

3 
L. 

6 

c 

3 
IN 


WESTMINSTER GO-TO-CHURCH BAND, 
Broolyn, N. Y. 


Ol 

> 
3 


1903— THIRD TERM. 


Fifteen Sunday mornings' attendance at 
Church admits to June Festival. 




IC 7 L\ 01 £ 





pastor into personal touch with each in the matter of an 
invitation to come regularly to church Sabbath morn- 
ings. Many will not use the cards, but never mind. Let 
the younger ones, up to sixteen years old, who are found 
to be using them regularly be enrolled, and each Sabbath 
the roll be marked as they present their tickets for the 
punching out of the dates at the entrance of the church. 
Then let the roll be constantly displayed, so that it will 
be a stimulus to faithful attendance, as absences are likely 
to be noticed. Have a perfectly faithful boy as "ticket 
inspector," armed with a ticket punch, at each door; he 
must show no favors ; have another faithful person mark 
the roll. Each ticket should be numbered, when it is 
found who are using the tickets, and similar numbers 
should be placed against the name on the roll. This will 
facilitate rapid work in marking the roll as the children 
arrive, perhaps in a crowd. The absences allowed each 
term are ordinarily ample to meet experiences of sickness ; 
if a child avails himself of this absence allowance for 
merely selfish purposes, and then must be additionally 
absent by reason of sickness, he has lost his prize. Be 
strict, yet not merciless. Set aside certain pews for the 
use of the children, and have the Junior Committee of the 

189 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Christian Endeavor Society sit with them and watch over 
them. But where parents attend, have the children sit 
with them, that the idea of the family and of the family 
pew may be cultivated in the house of God. Do not nec- 
essarily preach to the children each Sabbath, but throw in 
an occasional illustration for their benefit, also allude to 
them in prayer, thus making them conscious of the rec- 
ognition of their presence. Very early in each term bring 
the children forward and have a demonstration, perhaps 
accompanied with a children's special hymn. The sight 
will impress and move the people ; address the people con- 
cerning them, and address them concerning what they 
have undertaken. As for the reward, at the close of the 
first term in the Westminster Presbyterian Sunday-school 
the successful ones were taken to Glen Island by steamer ; 
at the close of the second term they were taken to a res- 
taurant and given hot chocolate, and then given a sleigh- 
ride to Prospect Park and Coney Island Boulevard ; at the 
close of the third term, admittance to the June festival 
was the reward. 

As for the results, Dr. Campbell says: "It has revo- 
lutionized my morning congregation. When I came here 
I could hardly count six children at morning service. 
Now I have ninety-three children up to sixteen years of 
age enrolled in this band. They are not only sitting in 
the designated seats, but they are all over the church, and 
the order is so excellent as to be commented on by the 
older people. Their voices ring out in song very beau- 
tifully. Moreover, by this means we are making church- 
goers of many who were not being made such by their 
parents, and whose parents in many cases were not them- 
selves church-goers. A recent examination of the roll 
when I thought it contained ninety instead of ninety- 
three names showed the following results : Fifty families 
are represented by ninety children. Sixteen of these 

190 



WAYS OF SECURING CHURCH ATTENDANCE 

families send thirty-three children to church whose par- 
ents, one or both, are members of our church. Thirty- 
four families send fifty-six children to church whose 
parents, neither of them, are members of nor regular 
attendants at our church." 

This plan, The Church Economist says, has been tried 
in over sixty churches, and in almost every case with 
success. 

In other Sunday-schools text-books are used, in which 
are written the text of the morning sermon at the home 
church or at any church which the pupils may have at- 
tended while away . from home. All who are faithful 
with these records receive books at Christmas time. 
Where text-books are not used, pupils who report that 
they have attended church are sometimes asked to give 
the text of the sermon. 

In the North Congregational Sunday-school, St. Johns- 
bury, Vt, the pastor distributes cards on which the pupils 
mark a cross each time they attend church. And at 
Christmas time Bibles and books are awarded for perfect 
attendance. 

The Church of the Covenant, Chicago, aims for more 
than mere attendance, through a Department of Chris- 
tian Nurture, "designed to include various agencies for 
the methodical inculcation of divine truth, with special 
reference to young people." The plan of "sermon out- 
lines" has proven a valuable aid in this work, the purpose 
being to secure not only attendance upon divine worship, 
but attention to the sermon as a part of the worship; to 
fix the truths presented in the sermon so clearly in the 
minds of the youthful hearers that in their own language 
they can re-state those truths; and to cultivate a habit 
of individual appropriation which shall be lifelong in its 
influence. The outlines are written by pupils and handed 
in for criticism. No notes are allowed to be taken dur- 

191 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

ing the sermon, and no assistance is permitted in prepar- 
ing the outlines. The award for the best outline is made 
by committees of examination composed of Sabbath- 
school teachers. The writers are divided into four ages 
— under twelve years, between twelve and fifteen, be- 
tween fifteen and eighteen, and over eighteen — and each 
age has its own committee, which is so appointed that no 
teacher is called upon to pass on the book of 
his own scholar. The books appear by number only, 
and the award is made without knowledge of the names 
of the writers. Impartiality is thus effectually secured, 
and the award rests upon the ground of merit only. Ac- 
cording to the rules printed in each book, the outline 
must contain the text and the Scripture passage, and as 
accurately as possible the theme, the thought and the 
progress of the sermon. 

Again, we need to know the church status of every 
pupil. Do we? Yet we are supposed to be faithful 
shepherds and bishops of souls ! The following is a sug- 
gestive plan: 



CLASSON AVENUE SUNDAY-SCHOOL, 
Brooklyn, N. Y, 

SPECIAL REPORT 

in regard to the Scholars in Class No — 

NUMBER. 

are members of this Church. 

are members of other Churches. 

... were baptized in Infancy. 

attend services in the Church. 

are members of Y. P. S. C. E. 

Teacher. 

Dated, 190 



Whatever our method, we must remember that the en- 

192 



WAYS OF SECURING CHURCH ATTENDANCE 

couraging of church attendance by personal interest and 
example is more important than rewards and honor rolls 
or admonitions. Our example as teachers and Christian 
workers, and our personal care of the pupils as individ- 
uals, are more persuasive than words and "marks." A 
child at first does not go to church from the abstract rea- 
son that it is right; but a child is mightily influenced be- 
cause others go. What we are and do is tremendous in 
its influence above what we say and admonish others 
to do. 

3. But along with "marks," personal interest, encour- 
agement and personal example, we need to indoctrinate 
our youth in the offices of the Church and its place as the 
great agency which God has placed here for the work of 
His Kingdom, and in their privilege and duty in the 
Church! Only so and by the Spirit of life as it is in 
Christ can we place our youth upon a rock and make 
them pillars in the temple of our God, even those that 
will abide forever. 



193 



CHAPTER XIII 

SPECIAL DAYS WITH SPECIAL SERVICES 

A strong aid in rendering a real service, and in opening 
the way to a larger one, is that of the observance of cer- 
tain days by special and appropriate services. 

I, Rally Day holds first place in the calendar of such 
days. It is variously called Rally Day, Roll-call Day, 
Reunion Day, Home-coming Day, but with one meaning : 
the rallying in an annual gathering, at the usual Sunday- 
school hour of a day appointed, of pupils after the (sum- 
mer or vacation) time when scholars and teachers have 
been separated. 

The North Baptist School, Cambridge, Mass., has Re- 
union Day in the fall ; and Rally Day earlier in the year, 
when scholars and teachers may be prone to grow care- 
less, to inspire them with fresh enthusiasm. Usually, 
however, but one Rally Day is observed by schools, and 
that generally in the fall. 

The First Baptist School of Waterloo, la., does a 
splendid work through what it calls "Rally Week." On 
Monday this special invitation is addressed to scholars : 



Waterloo, Iowa, Oct, 21, 1901. 



You are especially invited to a Rally of the First 

Baptist Sunday-school at o'clock, Sunday, 

October 2jth, in the newly decorated church. This 
card is sent you because I do want you to come, and 
shall look for you in the class. 

Reme7nber the Social Entertainment at the church 
on Wednesday evening from 7 to 8:30. 



194 



SPECIAL DAYS WITH SPECIAL SERVICES 

These invitations are mailed through special "post- 
offices," arranged in the various districts in which the 
members of the school live, where they call to receive 
mail at certain hours : in the morning before school, at 
noon, and after school till six o'clock. As they receive 
their mail they give the name and address of their teacher, 
and their own names are checked off by the Sunday- 
school postmistress, who notifies the teacher if any mem- 
ber of a class fails to appear. 

During Monday, Tuesday and Wednesday the teach- 
ers visit their scholars in their homes, and hold at least 
one class gathering. Private letters to the scholars are 
also written by the teachers and sent out on Friday. 

On Wednesday a card is sent out giving the programme 
for the week : a social on Wednesday evening ; a prayer 
and praise service Thursday evening ; a Rally Bible Study 
class in the Y. M. C. A. auditorium Friday; while Sat- 
urday is reserved for preparation for the Sunday Rally 
service. The special feature of this service is the Cradle 
Roll Reception and Dedicatory Prayer. The roll of the 
members of that department is called by the superintend- 
ent, and some representative of the family, usually the 
mother, comes forward with the baby. The superintend- 
ent gives a short address of welcome, and the pastor offers 
the prayer. The class reunion gives the teachers an oppor- 
tunity to meet their scholars, to enroll new members, re- 
organize the class and outline the work for the future. 
The young people's service of Rally Week is under the 
auspices of the Sunday-school, as is also the Sunday 
evening service of the church. 

When Rally Day is confined to the service of the Sab- 
bath, work must yet be done if the effort is to be success- 
ful. In the successful schools, printed invitation cards 
for the day are regarded as a necessary part of the prep- 
aration, care being exercised that no member of the 

195 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

school be omitted. Such invitation cards are freely used 
also among strangers : 



THE SUNDAY-SCHOOL OF THE FIRST BAPTIST CHURCH 

Extends to you a most cordial invitation to attend its 
sessions i7nmediately following the preaching service 
each Sunday morning from 1 1.45 to /2.30. 

You are invited especially to be present next Sun- 
day, October 6, our "Rally Day*' following the vaca- 
tion period. This would be a very favorable time for 
those who have not been with us regularly of late to 
join our school, as all the classes begin a new series 
of lesson studies next Sunday. 

Please accept this as a personal invitation, and be 
assured of a hearty welcome for yourself and any 
friends you may bring with you. 

Concord, N. H., October 4, 1903. 



Not a few schools give invitations to Rally Day ser- 
vices by the use of printed or mimeographed postal cards, 
signed by the superintendent, and sometimes also by the 
class teacher. 

The programme for Rally Day may be the usual school 
programme, including a roll call of members, and with 
special music and addresses. There is always frosh im- 
petus and enthusiasm through such service and the at- 
tendance of the school en masse. 

An address on the general topic of study for the ensu- 
ing year is always appropriate and helpful. 

In the Baptist Temple Bible School, Brooklyn, part of 
the Rally Day programme is the pinning of a blue ribbon 
on each one present, as a token of loyalty to the work 
for the coming year. 

2. Children's Day is another special day that is gen- 
erally observed. This is the day when the members of 
the school are encouraged to do their part in spreading 
Sunday-schools over the country. Frequently the morn- 

196 



SPECIAL DAYS WITH SPECIAL SERVICES 

ing service of the church is devoted to this special work, 
with exercises by the school or with a sermon for the chil- 
dren and attendant appropriate exercises. When the 
day's programme is confined to the session of the Sun- 
day-school, helpful suggestions for the service may be 
obtained from any one of the publishing houses of the 
several denominations. 

3. Graduation Day, or a day for the awarding of di- 
plomas, giving of rewards, reading the Roll of Honor, 
etc., is another red-letter day. Children's Day and Rally 
Day are used for this purpose, though some schools mark 
the importance of such features of the work through set- 
ting aside a special day for their observance. In the 
Bethel Presbyterian Sunday-school, East Orange, N. J., 
the graduating exercises are held on the last Sunday of 
each year, when the pupils from the Primary Department 
are publicly examined and admitted into the Intermedi- 
ate Department. The pupils from the Intermediate in 
their turn are examined in a course of lessons and exer- 
cises which they have been taught during the year, and 
admitted to the Main Department of the school. Cer- 
tificates are furnished to each class, and prizes are awarded 
for regular attendance during the year. 

4. Parents' Day. In addition to these days specially 
for the members of the school, there is a beautiful custom 
of observing Parents' Day, a time set apart for the par- 
ents and grown people, when special effort is made to 
have them present in the school, that their interest may 
be stimulated in all its work, as also in the special work 
for their children. 

The Washington Street Congregational School, To- 
ledo, Ohio, regards Easter, Children's Day, Rally Day 
and Reception Day as "Parents' Days"; and this gives 
us the helpful suggestion of regarding all special days 
as Parents' Days. 

197 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

The Brick Church, Rochester, N. Y., gives special invi- 
tations to parents for such services. 



PARENTS' DAY. 



Children's Day we celebrate in the Sunday-school in June each 
year ; but there is a new day we propose to celebrate. It is called 
Parents' Day. It will be observed in the 

BRICK CHURCH SUNDAY-SCHOOL, 
Fitzhugh Street, cor. Allen, Rochester, N. Y. 

Sunday, April 26, 1903, at 12 o'clock, noon. 

Mr. and Mrs 

Dear Friends: We earnestly desire that the 
parents of every scholar in our Sunday-school shall 
be present at the exercises of Parents' Day, Sunday \ 
April 26th, from 1 2 to 1 o'clock. 

You are most cordially invited and urged to come. 

Ushers will meet you at the door and show you- to 
good seats, Come even if you can stay only a part of 
the hour. 

Teacher. 

W. R. Taylor, Pastor. G. B. F. Hallock, Superintendent. 



A plan varying somewhat from the above, and having 
a helpful suggestion, is expressed in the following card : 



Dear Mr. 

Believing you are interested in the work of 

Calvary Baptist Sunday-school, of which your 

member , we cordially 

invite you to visit the Intermediate Departfnent, in 
the Sunday-school house, on Parents' Day, Sunday, 
December 2, 1900. 

A hearty welcome awaits you at any time during 
the session from 9.30 to 10.50 a.m. 

Sincerely yours, 

Mrs. C. E. MOWER, Asso. Supt. 

Miss SARAH E. WHITE, Assistant. 
New York City. 

I98 



SPECIAL DAYS WITH SPECIAL SERVICES 

5. "Old Folks' Day" is familiar to us, and dear to us 
— surely a gracious idea; the service being for the aged 
people who cannot often come to the services of the 
church. 

On the front page of a recent programme for "Old 
Folks' Day" in the Bethany Presbyterian Sunday-school, 
Philadelphia, is the picture of President McKinley's 
mother. Under this is a list of the aged people of the 
church with their ages. On the last page is a list of aged 
invalids who are unable to attend the services, their 
names and addresses being given. The songs in the 
programme are old favorites ; and on the last page of the 
programme is this beautiful poem for the aged : 

GROWING OLD 

The tallest lilies droop at eventide, 
The sweetest roses fall from off the stem; 

The rarest thing on earth cannot abide, 
And we are passing, too, away like them; 
We're growing old. 

We had our dreams, those rosy dreams of youth ; 

They faded, and 'twas well. This after-prime 
Hath brought us fuller hopes; and yet for both 

We drop a tear now in this later time 
To think we're old. 

We smile at those poor fancies of the past — 
A saddened smile, almost akin to pain ; 

Those high desires, those purposes so vast, 
Ah, poor hearts ! They cannot come again ! 
To think we're old. 

Old? Well, the heavens are old; this earth is, too; 

Old wine is best, maturest fruit most sweet; 
Much have we lost, more gained, although 'tis true 

We tread life's way with most uncertain feet, 
We're growing old. 

199 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

We move along, and scatter as we pace 
Soft graces, tender hopes on every hand ; 

At last, with gray-streaked hair and hollow face, 
We step across the bound'ry of the land 
Where none are old. 

6. Special days common to old and young. Christ- 
mas, Easter, Independence Day, Thanksgiving and New 
Year's Day are days that belong to all, older people and 
children alike, members of the Church and people outside 
of the Church. In many Sunday-schools Christmas and 
Thanksgiving are days when the children are taught the 
value of the privilege of giving. 

In the Walnut Street Presbyterian Sunday-school, Phil- 
adelphia, the idea of making the Christmas anniversary 
a time when the scholars should receive anything from 
the Sunday-school was abandoned years ago. The great 
point of the Christmas service in this school is the privi- 
lege of giving. The first opportunity is the dropping 
of an apple or a potato into barrels which stand at every 
door the evening of the Christmas service. Then tur- 
keys, vegetables, groceries, and everything that can pos- 
sibly be brought into the church are brought that night 
by classes and scholars and are piled up when called for 
on the platform and pulpit, making a tremendous object 
lesson by the time they are all presented. Money, of 
course, is brought at this time, and articles that cannot 
be carried to the church, such as tons of coal and the like, 
are reported on the class lists, which are read out by 
the superintendent at this time. All the funds and pro- 
visions are then turned over to the church visiting com- 
mittee, which sees that they are properly disposed of 
throughout the needy poor of the community. Some 
classes which prefer to give their offerings directly to a 
church family or a hospital, of course have the privi- 
lege of doing this. But in most cases the provisions are 

200 



SPECIAL DAYS WITH SPECIAL SERVICES 

disposed of by the visiting committee, who best know the 
needs of the community. 

A similar idea is set forth in the following letter of in- 
vitation : 



BETHANY PRESBYTERIAN CHURCH SUNDAY-SCHOOL. 



Philadelphia, December 22, 1Q02. 
To the Fathers and Mothers, and the 
Merry-Hearted Boys and Girls : 

Happy Christmas Greetings. 

You are cordially invited to come and be glad 
around our Christmas tree, on Friday Evening, 
December 26th, in the Sunday-school Hall. 

The joy bells will ring longer and sweeter in the 
heart of every one that brings a gift, however slight, 
to gladden some one less favored. 

You may like to bring an apple, or a potato, or 
some sugar or tea, some coffee or canned fruit or 
cereals. The door-men will receive these things as 
you enter the hall. 

Wishing you a Merry Christmas and a Happy 
New Year, I am, Yours lovingly, 

A. S. HARLOW. 



In the North Avenue Baptist Sunday-school, Cam- 
bridge, Mass., which believes in the children having the 
joy of receiving at Christmas time, on Saturday after- 
noon preceding Christmas the members of the Primary 
class and their fathers and mothers are invited to the 
chapel, where a Christmas tree awaits them. The par- 
ents are invited to send in one present only. If any child 
has not been provided for by the parents, a reserve supply 
furnishes each child with something. A bag of candy 
also is usually given to each pupil. 

Sometimes the giving and receiving are combined, the 
scholars bringing gifts for other schools or less favored 
children, and receiving from their teachers some small 
remembrance. 

201 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

The Thanksgiving, or Harvest Home, festival is essen- 
tially a time for sharing the good things of life with 
others. On all special days appropriate decorations are 
used more or less ; and at the Harvest Home festival the 
colors of autumn are represented, not merely by foliage 
and berries, but also by the rich coloring of the 
vegetables which are to be distributed after the ser- 
vice among those who most need them or to 
whom they will represent the thoughtfulness of the school. 
No other appeal ever meets with a more joyous or gen- 
erous response than the request for fruits and vegetables, 
bread and flowers, or for any of God's great food gifts 
to earth. Older members of the church, as well as 
younger members of the school, delight themselves in this 
service, which is usually held at the hour of the Sabbath 
morning worship, with a special sermon by the pastor 
and some simple exercises by the school, the latter, per- 
haps, being confined to singing. Those schools — how- 
ever poor in this world's wealth — that have never held 
such a service will need to try but once to find it possible, 
and to find surprise, too, in the generous gifts of pota- 
toes, turnips, carrots, cabbages, corn, pumpkins, celery, 
onions and other things that make "good dishes," and 
that can be made to brighten and strengthen many homes. 
This festival service, too, is one that beautifully develops 
the spirit of giving. 



NEW YEAR'S FESTIVAL AND POUND PARTY 

FOR THE 

NORTH AVENUE BAPTIST SUNDAY-SCHOOL, 

Monday Evening, December 29, 1902. 



Doors Open at 6.30. Refreshments at 7.00. 

Entertainment at 7.45. 



Please bring one or more pounds of groceries, vegetables, or clothing 
for the needy of our city. 

202 



SPECIAL DAYS WITH SPECIAL SERVICES 

The North Avenue Baptist Church of Cambridge, 
Mass., holds a festival and pound party on New Year's 
Day, announcement of which is made by card, such as 
appears on the preceding page. The donations at this 
time are used by the church committee among needy fami- 
lies during the winter and spring. 

Again, New Year's Day is made a time for social inter- 
course. The First Baptist Sunday-school of Waterloo, 
la., holds New Year's receptions, with entertainment, 
through the afternoon and evening. Hours are men- 
tioned on the invitation programmes that children of 
about the same age may attend at the same time. 

Where the day is not observed with a social or enter- 
tainment, a pleasant custom with some is that of sending 
out cards with New Year's greetings to the members of 
the school. 

Easter must ever stand at the centre of our Christian 
teaching, even as it is at the centre of our most blessed 
hope. Is there a day of the year so welcome as Easter? 
so full of assurance and joy? coming as it does with 
birds and flowers, and with its message of victory and 
immortality! It is the day that gives meaning to other 
days, and meaning to life; and that gives challenge to 
death and the grave! Old and young rejoice in this 
day, and the school that does not make much of it, and 
the most of it, must be slow, indeed, and veiled of heart. 
For programmes and suggestions for this day, schools 
cannot do better than apply to the publishing houses of 
their respective denominations, where printed order of 
services can be secured as desired. 

Independence Day, or the Sabbath preceding the 
"Fourth," affords opportunity for a patriotic service with 
less noise than that of the politicians, and a service doubt- 
less more sane and helpful. 

For such service in the Sunday-school, the programmes, 
203 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

the decorations, the invitations, all can be of a stirring 
and pleasing character. A principle to be remembered 
in this service, and in every service, is to do our very best 
to make the service as strong and interesting and pleas- 
ing as possible, and to extend the notice of the service, 
that the attendance may be as large as possible. 

The First Church Sunday-school, Burlington, Vt, is- 
sued a beautiful card in colored inks, bearing announce- 
ment of Independence Day service : 

THE 

"GOOD CITIZENSHIP" 

PSALM. 






And worketh righteousness, 



or 

t 



He that backbiteth not wiih his tongue,) t - 

o 
< 

Nor taketh up a reproach against his neighbor. I £*• 

H 



.But he honoureth them that fear the LORD. 
And changeth not. 




P8ALM 15.^"" — 

On the reverse side is a cordial invitation to the special 
service, signed by the superintendent of the school. 

The North Baptist Sunday-school, Camden, N. J., gave 
out a beautiful booklet one year, with the cover in the 
form and colors of the American flag, and with informa- 
tion in the book regarding the wealth of the State and 
the religious statistics of State and city, with a brief his- 
tory of the church. On another Independence Day ser- 

204 



SPECIAL DAYS WITH SPECIAL SERVICES 

vice a beautiful silk flag was given by the church to the 
school, and it has been suspended in the main auditorium 
ever since then. On the same day each one in the school 
session received a flag, "The Star-Spangled Banner" was 
sung, and a thousand persons stood as each waved a 
flag in the chorus. What a beautiful sight! What an 
impressive lesson of patriotism ! What common enthu- 
siasm! What better could develop esprit de corps in a 
school? We are not surprised that this is one of the 
services most largely attended of any during the year in 
the North Baptist School. 

7. Miscellaneous special days. 

The annual picnic or outing is a festival day that no 
school, however small, can afford to omit from its calen- 
dar. Such occasions mean much to the children, and much 
to some parents who find refreshment and joy in the re- 
laxation and pleasure of this one day's outing. Such 
days, too, open the way for closer association of teachers, 
pupils and parents, and enable us to teach that the Chris- 
tian religion is not all solemn study, that the blessed God 
desires to pour into our lives, as He has poured into His 
world, joy and sunshine, strength and gladness, song and 
fragrance, and all that is needful to make life one of 
hope and cheer. 

The spirit and purpose of the annual outing day of the 
school may find expression in other ways and seasons : 
through teachers having an "at home" for their classes, or 
going with them to the woods, or to the city park, or for a 
trolley ride. There are many things that can be done that 
will at once strengthen bodies, brighten minds and endear 
pupils to their school. The Primary Department of the 
North Avenue Baptist Sunday-school, Cambridge, Mass., 
on a Saturday afternoon in June gather on the church 
lawn for games and a social time. Special invitations 
are sent to the babies and their mothers. The Interme- 

205 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

diate and Main Departments have similar days. In some 
schools the young men never fail of "camping out" for 
a season in the summer, being accompanied by their 
teacher, superintendent or pastor. 

Entertainments, stereopticon lectures and concerts for 
the purpose of bringing together the pupils and the older 
people for social purposes, or as a special treat just for 
the school, is a good plan. In our entertainments we 
can at once avoid the harmful and the vulgar, and give 
the school an evening's good laugh and royal good time. 
What is more innocent and amusing than "Punch and 
Judy," or a good humorist and impersonator, or an even- 
ing of legerdemain? Again, the reading of some play, 
in which the parts are largely taken by older mem- 
bers of the school, is of interest. Such entertainments 
should, of course, be interspersed with others of a dif- 
ferent nature, but none should be so "serious" as to fail 
to entertain, which is the purpose of these evenings. The 
entertainments, too, should not be so frequent as to seem 
common or prove a burden. The Spring Street Presby- 
terian Church, New York, has had the habit for years 
of giving an entertainment, concert, or stereopticon lec- 
ture to the school as often as once a month. Such en- 
tertainments are always free. 

To magnify the privileges of pupils, some entertain- 
ments are given to which only members of the school 
are admitted, no one else being admitted on any pretext 
or consideration whatsoever. At other times pupils are 
given two or more extra tickets for the use of parents 
or friends. Such is one way of showing regard for the 
social interests of our youth. We can then save them 
from much that they ought not to do, temper their social 
energies, and meet their immediate need of a social good 
time, — a need that has been divinely implanted. Hap- 
pily, modern psychology makes it clear that our duty is 

206 



SPECIAL DAYS WITH SPECIAL SERVICES 

to meet that need, and makes it clear also that the "play 
periods" are exercises for the development of lives, and 
serve as a ladder for higher stages of development and 
cultivation. 

8. In the request of children to take part in a Sunday- 
school entertainment, discriminating judgment must be 
shown. The pupils of the church school are usually pu- 
pils of the day school, with the burdens of lessons and 
study. Our requirements of Bible study, too, are (or 
ought to be) considerable. We must not, therefore, ask 
too much ; nor should we repeatedly ask the same ones 
to the exclusion of others. 

In the First Westminster Presbyterian Sunday-school, 
Keokuk, la., the Primary classes are given most of the 
programme in public exercises; the school believing that 
little children are most appreciated in public. And this 
plan prevails with many schools. There is much to be 
said in its favor : the freedom of little ones from other du- 
ties, the unconscious age that makes their appearance a 
pleasure and free from any nervous strain, and the satis- 
faction of older people in their efforts. 

The superintendent of the Belleville Congregational 
Church, Newburyport, Mass., Mr. George A. Dickey, 
makes a point that is not always considered, in saying, 
"We do not have children take individual parts to any 
extent. We use groups. We do not like to make the 
child conspicuous." 

9. Such are some of the means of showing our heart 
interest in the members of our Sunday-schools, and in 
their homes and friends ; thus, the way is opened for a 
larger service, and, we trust, for leading them by love, 
that gift divine, into the knowledge of Christ and of the 
joyous service of His Kingdom. How earnest should 
be our prayer that we may be as "wise as serpents and 
harmless as doves." 

207 



CHAPTER XIV 



OFFERINGS 



Our teaching is incomplete unless it include the duty and 
the privilege of giving, the bringing of our offering as a 
part of our worship for the great work of the Kingdom. 
This teaching should be so thorough that the necessity 
and joy of giving be ingrained in all our youth. Their 
systematic gifts are of value far beyond the immediate 
value of the gifts themselves. It is the habit of giving 
in youth that lives on to old age. The spirit of giving 
is required also by the true spirit of worship. Parents 
cannot do all things for children, — cannot sing for them, 
worship for them, repent for them, wholly pray for them, 
neither can they give for them. No one thing is more 
helpful in developing the spirit of devotion and in re- 
vealing the claims of the religion of Jesus upon all things 
secular and sacred than the teaching of God's require- 
ment of our systematic offerings. "Upon the first day 
of the week, let every one of you lay by him in store as 
God hath prospered him." 1 How, then, inculcate the 
beautiful spirit of giving, the importance of each hav- 
ing a share, and thus maintaining a sustained interest in 
systematic contribution ?. 

I. Ways of inculcating the spirit of giving. A plan 
which is being increasingly adopted is that of the envelope 
system for the offerings of all members of the school 
above the Primary Department ; envelopes being given 
for the usual weekly offerings, also for the Missionary 
1 1 Cor. 16 : 2. 
208 



OFFERINGS 

and Birthday offerings, the envelopes being lettered with 
the name of the church, also bearing the class number, 
and in some instances with a blank line for the name of 
the contributor. As a part of this system, some schools 
have a "Contribution Card" for the signature of pupils 
at the commencement of each fiscal year, bearing the sim- 
ple pledge, "I intend to give to the Sunday-school each 
week the amount placed opposite my name." 

The Central Christian Bible-school, Lexington, Ky., 
finds that the envelope system trains the pupils to con- 
tribute regularly every week, and helps to form the habit 
so necessary on the part of church members. The church 
financial secretary says, "Every child from the Sunday- 
school becomes a regular contributor to the church." 

In the Olivet Sunday-school, New York, two envelopes 
are used : one being marked "confidential," in which offi- 
cers and teachers place their gifts for the support of the 
school ; the other being for the missionary offering of offi- 
cers, teachers and scholars, no portion of which is used 
in the school or church. Though the members of the 
school are mostly poor, the missionary offering amounted 
last year to nearly thirteen hundred dollars. 

A similar plan is that of the North Baptist Sunday- 
school of Camden, N. J. This school maintains two 
funds, the Sustaining Fund and the Benevolent Fund. 
The Sustaining Fund is contributed to every week, and 
the Benevolent Fund every month, although weekly offer- 
ings to the latter are encouraged. Each class uses two 
small bags for the offerings, the smaller one for the benev- 
olent offering, the larger one for the sustaining fund and 
the Sunday-school register. The distribution of these 
bags to the various classes is a part of the opening exer- 
cises, and the bags are filled and made up at the teacher's 
convenience before lesson study. All the regular school 
expenses are met from the Sustaining Fund, and a cer- 

209 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

tain amount is paid annually to the Musical Directory, 
which has charge of all the music of both Sunday-school 
and church. 1 

In the Brownell Street Baptist Church, Fall River, 
Mass., where the class envelopes are used, the secretary, 
in reading his report, gives the names of the five classes 
having the largest collections, but the amounts of the 
collections are not given, thus leaving the amount suf- 
ficient to be one of the highest unknown. The school 
reports increased collections without the necessity of mak- 
ing direct appeals for money. This is one of the very 
best of plans, helpful, simple, unquestionable, stimulat- 
ing the interest of pupils; and a plan that has been 
adopted by other schools with peculiarly gratifying re- 
sults. 

A particular feature of the Second Collegiate Church, 
Harlem, New York, is the systematic offering — a system 
which was first started by Mr. Frank A. Ferris years 
ago in the old Fourteenth Street Presbyterian Church, 
New York City, where it was carried out to such perfec- 
tion that the school there has been known to go through 
the year without a single omission of offering; that is to 
say, each scholar present made an offering without a single 
failure. The Second Collegiate Church, Harlem, using 
the same system, has gone through the year with only 
thirty-one omissions out of sixteen thousand offerings ! 
The system is to have a class sheet with the names of 
the teachers and pupils, which is used for one quarter; 
on this sheet each Sunday the amount of offering is put 
opposite the scholar's name, care being exercised to avoid 
competition in giving, to teach the scholars that the offer- 
ing is as much an "act of worship" as any other part of 
the service, and that each is to make an offering such 
as each can afford to give regularly and each Sunday; 

x The Sunday-school Times, January 12, 1901, pp. 19-20. 
2IO 



OFFERINGS 

the amount, if possible, not to vary and not to be influ- 
enced by the gifts of others, that it should be made a 
matter between themselves and their Master. At the close 
of the school in the spring the school issues vacation en- 
velopes which have upon them spaces marked for each Sab- 
bath during the vacation season, and a request that the 
pupils place in them their regular offerings and return the 
envelopes when the school is resumed in the fall. This 
makes a continuous offering during the year. 



"Upon the first day of the week let every one of you lay by him in 
store as God hath prospered him." 

VACATION ENVELOPE FOR 1900. 



"The Weekly Offering.' 



BIBLE-SCHOOL OF THE SECOND COLLEGIATE REFORMED 
CHURCH OF HARLEM, N. Y. 

From - 



Jur 



July 



August 



Sept. 



17 24 



15 22 



29 



12 19 26 



Total, $■ 



"Remember the words of the Lord Jesus how He said, it is more 
blessed to give than to receive." 



If we may judge plans as well as people by "their 
fruits," then this plan is an exceptionally good one, re- 
sulting in offerings that, in proportion to membership, far 
exceed most schools. 

The "Penny Fund" of the First Baptist Sunday-school 
of Waterloo, la., is suggestive. The superintendent 
distributes bright new pennies to the scholars on con- 
dition that the pennies will be returned at the end of the 
year with their earnings. The children are urged to earn 

211 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

the money or save it by self-denial. The school has re- 
ceived as a result of this effort as high as three hundred 
and fifty dollars in one year, — the money being appor- 
tioned to the missionary work of the Baptist Church at 
large. 

The awarding of a beautiful silk or plush banner, let- 
tered "Banner Class," from quarter to quarter, to the 
class making the largest collection per capita, is another 
plan. In awarding such a banner, St. Paul's Methodist 
Episcopal School, Lowell, Mass., makes allowance for 
age. For example, class "A," under fifteen years of age, 
would only contribute one-half as much per member as 
class "B," who are over fifteen years of age, to win. 
Class "A" contributes twenty cents, five present, four 
cents per member. Class "B" contributes thirty-five cents, 
five present, reckoned as equivalent to three and a half 
cents per member. 

The Second Baptist School, Holyoke, Mass., has a plan 
that merits special mention. It is the aim of the super- 
intendent to increase the average attendance of the school, 
and at the same time to see that the collections from Sun- 
day to Sunday keep pace with the increased attendance. 
For this purpose a chart was arranged upon the basis of 
the collections of the previous year as related to the aver- 
age attendance. This proportion was found to be three 
and three-fourths cents per member per Sunday. The 
collections for every Sunday are shown in red lines, and 
the attendance in black lines, and if the exact proportion 
of three and three-fourths cents per member had been 
maintained every Sunday, these two lines for any partic- 
ular Sunday would, of course, coincide. 

We can readily determine from the chart that collec- 
tions fluctuated. On the particular Sunday in December 
where the red line (which is represented by the dotted 
line in the cut, page 213) goes over the top of the chart, 

212 




213 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

the collection was thirty-eight dollars, a special contribu- 
tion having been made that Sunday by the men's Bible 
class. 

The birthday box is another opportunity of deepening 
the spirit of giving, and with profound spiritual impres- 
sion. The pupils who have had birthdays during the 
week previous come forward with birthday pennies and 
drop in a penny for each year of their age into the box or 
jar, when (in the Primary Department) a hymn is sung 
and a prayer offered. 

BIRTHDAY PRAYER. 
"We thank Thee, our Father, that Thou hast kept 
during these years which has 



lived, and hast given so many blessings. Bless 

this year also, and as grows taller and 

older every day, may grow wiser and more and more 

like Thee. May be just such a child as Thou dost 

wish to be. We ask for the sake of Jesus, who was 

once a child. Amen." 1 

BIRTHDAY SONG. 
Happy our birthdays, when we gladly bring 
Hearts of affection to our Saviour King, 
Laying our gifts before Him while we sing ! 

Singing His tender love. 

Chorus : 
Singing His tender love, trusting His care, 

Happy our birthdays are, 

Shining and fair. 
Well may our hands grateful offerings bring; 
While with our lips bright hosannas we sing. 

Happy our birthdays when the past we see, 
Sparkling with mercies, all His gifts so free; 
Oh, how our Saviour loves us, you and me! 

Singing His tender love. Chorus: 

1 From Special Songs and Services for Primary and Interme- 
diate Classes, No. i, p. 96. Mrs. M. G. Kennedy. Published 
by W. A. Wilde Company, Boston and Chicago. 

214 



OFFERINGS 

Happy our birthdays when His voice we hear, 
Trying to serve Him better every year ; 
Thinking of others we may help and cheer ! 
Singing His tender love. 

Chorus : 

Happy our birthdays, if each milestone be 
Nearer the mansions by the Crystal Sea — 
Nearer the Home Land, where His face we'll see ! 
Singing His tender love. 1 

In the First Baptist Sunday-school of Waterloo, la., 
the school is classified as to months; all having birth- 
days in the same month belong to one division, and a 
special good time in the way of a picnic, social or enter- 
tainment is given to the members during their birthday 
month. 

On the wall of the Hope Congregational Church Sun- 
day-school, Springfield, Mass., are large cards, one for 
each month, with a drawing on the card appropriate for 
the month, and with the names of the children born in 
that month. When their birthdays arrive and they have 
brought their pennies, gold stars are placed opposite their 
names. 

In the Congregational Sunday-school of Brattleboro, 
Vt, the birthday money is used toward the support of a 
little girl in the Kurn Hattin Home for Orphans, situated 
in Westminster, Vt. The girl visits the school occa- 
sionally, and the department is in close touch with her 
continually. 

St. Paul's Methodist Episcopal Sunday-school, Lowell, 
Mass., has a good plan for inciting interest in a special 
collection. For two months before Christmas a sealed 
box is passed to a different class each Sunday (notice 
having been given the previous Sabbath), and their con- 
tribution to help the Christmas festivities and for the poor 

1 From Special Songs and Services for Primary and Interme- 
diate Classes, No. i, p. 68. 

215 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

of the church are received. A slip of paper with the 
name of the class and the amount contributed is also en- 
closed, and when the box is opened the class having de- 
posited the largest amount is especially remembered at 
the Christmas tree. No one class knows what another 
has contributed, so each is stimulated through both per- 
sonal and benevolent considerations to be as liberal as 
possible. 

Special invitations to the members of the Sunday-school 
urging each to a share in spreading Christmas joy, is the 
happy plan of a superintendent, whose letter follows : 

North Baptist Church, 
Sunday-school Department, 
Camden, N. J., Dec. 19, 1900. 

Dear Friend: Having wished you a Merry Christ- 
mas, the next thing in order is to tell you a good way 
to make the wish come true. This lies along the road 
of helping some one else to have a Merry Christmas. 

"In union there is strength." Many can do more than 
one. Our school, as you know, has for years made an 
offering at Christmas time for those who have less than 
we. Our aim has been to get something from every one, 
making the whole amount as large as we can. 

The need this year is greater than ever before. We 
are pushing out into many new homes, seeking new 
scholars, and in this work find many cases where the 
lack of clothing alone prevents their coming to us and 
sharing with us the privileges of our Sunday-school and 
Church. Others who are already of our number some- 
times find it difficult to meet these same wants. This 
fund helps them also — all the more for being used in a 
way that the rest of us know nothing about. We do 
not need to know. It is our part to give ; the part of 
those in need to receive; and God's part to remember 
and reward. 

Now will you please give what you can, and put it in 
the enclosed envelope and bring it to Sunday-school next 
Sunday? If you cannot possibly get there, then please 

2l6 



OFFERINGS 

send your alternate in the little envelope ; but do your 
best to be there yourself. You and your offering will be 
far better than either alone. 

The programme for next Sunday afternoon will in- 
clude the reception of the offering above referred to and 
the announcement of the amount contributed by each 
class, also two solos by Mrs. Grace Phelps Armstrong, 
and the Christmas music which we have recently been 
practising. 

So much for Sunday afternoon. Now for our annual 
Christmas entertainment. That for the Main Depart- 
ment is to be held Thursday evening, December 27. The 
Entertainment Committee has provided a programme in 
which a large number of our own boys and girls will 
take part. They have likewise secured the attendance 
of Santa Claus and his double, Kriss Kringle. Dialogues, 
recitations, drills, Christmas music and decorations will 
ensure a good time, while the distribution of confections 
will, we trust, give a sweet flavor to the whole. 

We hope to see you without fail on both these occa- 
sions. Start with Sunday afternoon and its remem- 
brance of others, and close with Thursday evening and 
the school's remembrance of you. 
Sincerely yours, 

F. M. Ayer, Superintendent. 

P. S. — Bring your parents and friends to both services. 

This letter is printed on a neat four-page leaflet, the 
first page of which bears a picture of the church and the 
following greeting : 



YOUR SUNDAY-SCHOOL WISHES YOU A MERRY CHRISTMAS. 



" I have always thought of Christmas time when it has come round — 
apart from the veneration due to its sacred name and origin, if anything 
belonging to it can be apart from that — as a good time ; a kind, forgiving, 
charitable, pleasant time; the only time I know of, in the long calendar of 
the year, when men and women seem by one consent to open their shut- 
up hearts freely, and to think of people below them as if they really were 
fellow-passengers to the grave, and not another race of creatures bound on 
other journeys. And therefore I believe that it has done me good, and 
will do me good ; and I say God bless it. 11 — Dickens. 

217 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

A card, given to pupils in recognition of a special offer- 
ing, is the plan of a school which makes an annual gift 
to a "Home" for the aged and infirm. On a card bear- 
ing a beautiful picture of the "Home" is the following in 
colored inks : 



THE BAPTIST HOME OF BROOKLYN, N. Y. 
Corner of Greene and Throop Avenues. 



I love to think when sinks the sun 
That there is something I have done 

For which the world is better ; 
However small the deed may be, 
If something good has gone from me 

The world remains my debtor.— Mrs. J. H. Di 



PRESENTED TO 

THE MEMBERS OF THE BAPTIST TEMPLE BIBLE SCHOOL 

Who made a Thanksgiving Offering to 
The Baptist Home of Brooklyn, N. Y. 

November 24, 1901. 



In addition to the above plans, and at times co-ordinate 
with them, there is systematic teaching on the subject of 
tithing. This is a subject that the whole Church might 
profitably consider. Through the distribution of litera- 
ture an interest is awakened in this fascinating study, 
which, followed by prayer and personal work, results in 
a revival of tithing. The Christian League in this coun- 
try, organized for the purpose of promoting systematic 
giving, receives annual reports from members, giving a 
statement of their business and spiritual prosperity. The 
League says : "The results have been surprising ; not only 
has the income of the missionary societies receiving the 
funds been greatly increased, but out of thousands en- 
listing through this League all but two or three have re- 
ported greatly increased business prosperity." A number 
of years ago, Mr. Thomas Kane, Chicago, 111., commenced 
making personal inquiries regarding the comparative 

218 



OFFERINGS 

temporal prosperity of those persons who practise 
the rule of giving to the Lord one-tenth of their in- 
come. "Since 1876," says Mr. Kane, "I have received, 
I have little idea how many, but certainly thousands of 
letters giving cheerful, and in many cases enthusiastic, 
testimony to the literalness of God's promise : 'Honor the 
Lord with thy substance, so shall thy barns be filled with 
plenty.' " But the giver is not the only one who is blessed. 
Think of what tithing means to a church. A church so 
small as one hundred and fifty members, earning on an 
average so little as one dollar a day ($365 for the entire 
year), would represent an income of $54,750, one-tenth 
of which for the Lord would be $5,475. What a boon 
to Christian work and missions tithing means ! 

By every possible way the beautiful service of giving 
should be faithfully taught. Only as we learn the lesson 
of sacrifice do we rightly know Christ and the multiplied 
blessing of blessing others. "Give and it shall be given 
unto you; good measure, pressed down, and shaken to- 
gether and running over, shall men give into your bosom. 
For with the same measure that ye mete withal it shall 
be measured to you again." * 

2. The question of Sunday-school support is involved 
in this principle of giving. Whether the work of a school 
should be sustained by its own offerings or by church 
benevolences must be determined largely by local condi- 
tions. The Church, however, is held by certain unyield- 
ing considerations : its parental obligation to the children 
and bounden nurture of the school of to-day, if there is to 
be a Church of to-morrow. Economy in Church finance 
can ill afford to begin with the department of our youth 
and of Bible study. On the other hand, there may be 
urgent reasons why a Church-school should try to meet 
its own running expenses through weekly offerings. 
1 St. Luke 6 : 38. 
219 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

In the Bethel Presbyterian Sunday-school of East Or- 
ange, N. J., the church is not asked to furnish anything 
toward the expenses of the school, except some help in 
defraying the expenses of the Christmas entertainment, 
which generally amounts to about one hundred dollars. 

The Congregational Church, Brattleboro, Vt, has 
pledged itself to support the Sunday-school, leaving the 
school free to use its weekly collections for charitable 
work. Thus, if a pupil puts ten cents into the collection 
envelope, it is with the knowledge that the whole of that 
ten cents will be used to benefit some one else. The les- 
sor; which this method teaches is plain. The Sunday- 
school gives regularly to several worthy objects, and at 
Christmas time furnishes practically the entire material 
for the Christmas festival of a Sunday-school in New 
York City composed of over five hundred poor children. 
It must not be inferred that this is a rich Sunday-school, 
for it is dependent for its support on the offerings of the 
Church. 

In the State Street Presbyterian Sunday-school, Al- 
bany, N. Y., the school is supported by the weekly con- 
tributions of the officers and teachers, aided by one gen- 
eral collection each year in the church, while the general 
collections from children and teachers go for mission- 
ary objects, home and foreign. 

In the First Baptist Sunday-school in Indianapolis, 
Ind., and in the First Presbyterian Sunday-school of 
Williamsport, Pa., two-fifths of the offerings are for 
missionary objects and the balance for the running ex- 
penses. 

Special collections for special purposes is another plan, 
such collections being taken sometimes every two months ; 
again, only on Children's Day, Rally Day and Thanks- 
giving Day. 



220 



CHAPTER XV 

LIBRARIES 

I. Properly considered, the Sunday-school library aids 
in drawing members to, and maintaining their interest in, 
the school; and is invaluable as a moral and spiritual 
force and as an educational aid. Important as is this de- 
partment, it yet remains idle and inefficient in a vast 
number of schools. A superintendent of one of the old- 
est and largest Sunday-schools in the South writes, "Our 
library is not working effectively as yet." A superin- 
tendent in one of the best-known Bible-schools in the 
Empire State writes, "Our library is still a problem." 
Similar reports have been made by many others. A lec- 
turer in Chicago said recently that the majority of Sun- 
day-school libraries are "damnable things," working more 
evil than "half-dime novels" and "nickel story papers." 
Verily this is a hard saying. The situation is pathetic 
enough if this only be true — "not working effectively, 
as yet/' 

Securing and maintaining a first-class library is an 
easy and pleasurable task, when there is regard for such 
simple measures as this chapter sets forth. Plrst of all, 
we must realize the urgent necessity of a good library. 
Through modern study of "the child," and of "the mind," 
we see the desperate need of supplying our youth with 
good reading. Again, the studies of actual conditions 
of the life of our youth by such expert workers as 
Homer Falks and Anthony Comstock enforces the same 
need. Mr. Comstock's book, Traps for the Young, 1 will 

1 Funk & Wagnalls, publishers, Astor Place, New York. 
221 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

arouse the most lethargic to the danger of our youth hav- 
ing their pure minds and lives cursed for life by the "lit- 
erature" that is placed upon the doorsteps of our homes, 
handed to the children on their return from public schools, 
and that is on sale — shame and crime that it is! — at 
practically all news-stands. We might just as well shut 
up our churches unless we are to save our youth from 
such "literature," and help them to good reading that 
they will read. This is not a wild alarm, and no one 
having regard to the moral purity of our youth can re- 
main indifferent to their demand for reading. Reading 
of some kind they will have. It is for the Church to 
determine which kind. Mr. Comstock, in speaking of 
the young, says : "Each birth begins a history. The 
pages are filled out, one by one, by the records of daily 
life. The mind is the source of action. Thoughts are 
the aliment upon which it feeds. We assimilate what 
we read. The pages of printed matter become our com- 
panions. Memory unites them indissolubly, so that, un- 
like an enemy, we cannot get away from them. They 
are constant attendants to quicken thought and influence 
action. Good reading refines, elevates, ennobles, and 
stimulates the ambition to lofty purposes. It points up- 
ward. Evil reading debases, degrades, perverts and 
turns away from lofty aims to follow examples of cor- 
ruption and criminality. The community is cursed by 
pernicious literature. Ignorance as to its debasing char- 
acter in numerous instances, and an indifference that is 
disgraceful in others, tolerate and sanction this evil. 
Parents send their beloved children to school, and text- 
books are placed in their hands, while lesson after lesson 
and precept after precept are drilled into them. But 
through criminal indifference to other reading for the 
children than their text-books, the grand possibilities 
locked up in the future of every child, if kept pure, and 

222 



LIBRARIES 

all the appetites and passions controlled, are often cir- 
cumscribed and defeated at its threshold of life." * 

It follows that we exert a powerful influence on the 
lives and characters of children through the books which 
we put into their hands. If the Sunday-school library 
is selected without regard to the mental development of 
the scholars or their peculiar needs — books suited to a 
"mission" school may not be suited to a more well-to-do 
school, where much home reading is provided — or if 
"good" books, such as Charnock on the Divine Attri- 
butes or Alexander on Religious Experience, and simi- 
lar theological treatises, fill its shelves, one may expect 
that the library will be passed by the bright scholars 
whose unfed minds can reach other "literature" that en- 
virons them. The Sunday-school library, therefore, is 
either a powerful help or a powerful hindrance in the 
mental, moral and spiritual development of our youth. 
It cannot be a neutral force. 

Why not let the town library supply the need? Only 
the few have sufficient interest, usually, to make special 
errands for books; and when they do their selections are 
not always the most helpful. More books will be read 
when placed in their hands. Many towns have no libra- 
ries. Again, the Church gains on the affection of its 
attendants through meeting their varied needs. And no 
one is so suited for aiding scholars in their reading as 
those who know them closely in disposition and environ- 
ment, and who labor for their spiritual improvement. 

2. What kind of books, then, shall have place on the 
shelves of the Sunday-school library? We need, per- 
haps, to put new meaning into an old word. The term 
"Sunday-school book" sometimes suggests to scholars a 
"goody-goody" book with a "dummy" lot of people, as one 
boy phrased it, who know nothing of the stuff that one 

x Traps for the Young, p. ix. 
223 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

meets with in real life. Change such impressions by put- 
ting into the hands of pupils good, vigorous, wholesome 
books of fiction, of travel, of science, of biography, and 
they will read them and grow better. If there is any 
book that youth has a right to read, that book has a right 
to a place in the Sunday-school library! Of course, a 
library will have books on religious and semi-religious 
subjects; also biographies of some of our missionary he- 
roes and heroines, whose thrilling experiences have fas- 
cinating interest for boys and girls, as well as for the 
grown-up folk. There, too, should be helpful books on 
Bible subjects and Scripture studies. Of the latter, to 
illustrate, there should be such books as those of George 
L. Weed on A Life of Christ for the Young, A Life 
of St. John for the Young, 1 also his two similar works 
on St. Peter and St. Paul. Children scarce six years of 
age delight in such books, and parents are equally inter- 
ested in them and gratified for having their attention 
called to them. "Of making books there is no end." And 
the time is, for which we rejoice, when there are many 
works, covering Scripture studies, published at small 
cost, that appeal to the interest of the ordinary boy of 
flesh and blood, and that work spiritual and educational 
improvement by their use. But no one cares for the 
same "solid" food three times a day. Give us the lighter 
dishes sometimes, and our appetite is the keener for the 
essential and the substantial ! 

The library committee. The selecting of new books 
for the school libraries is generally in the hands of a 
library committee, of which the pastor and the su- 
perintendent are in some cases permanent members. 
This committee reads all books before placing them on 
the library shelves for distribution. In the Silliman Me- 

1 George W. Jacobs & Co., publishers, 1216 Walnut Street, 
Philadelphia, Pa. 

224 



LIBRARIES 

morial Presbyterian Sunday-school, Cohoes, N. Y., no 
book is admitted except upon the unanimous approval 
of the committee. 

There are various ways of securing new books, within 
reach of the most limited means. That a library may be 
always fresh and of the best, there is the plan of setting 
apart a certain amount of money each year for the pur- 
chase of new books. In the Congregational Sunday- 
school, Brattleboro, Vt., the library is endowed, the in- 
terest of the endowment going generally for the purchase 
of new books. The old books are donated to schools 
near by that are not so favored. In St. John's Episcopal 
Sunday-school, Cohoes, N. Y., a small sum is collected 
each month for the purpose of book purchases. In other 
schools the necessary funds come either from the church 
or from the regular school collections. 

A book social, where the admittance is a book, is usually 
successful in adding a large number of new books to the 
library. On the Sabbath previous to the social a list of 
the books especially desired should be intimated. An- 
nouncement is also made that the church accords the 
library committee the right to exchange or dispose of any 
book that may duplicate another or may not be wholly 
suited to the present needs of the school. 

3. Divisions of the library. In the smaller schools 
one library for all departments is usually sufficient, and 
the more efficient for being under one management. In 
all but the very small schools, however, the libraries of 
the Main and Primary Departments find an advantage 
in being separate, the Primary having its own catalogue 
and librarian apart from that of the main school. Some 
of the larger schools have separate libraries for their 
several departments ; that is, for the Intermediate and 
Junior, as well as for the Primary and Senior grades. 

A special missionary library, or Missionary Depart- 

225 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

ment, is sine qua non of a good school, and contains 
biographies of famous missionaries, books of travel, etc., 
which may be under the care of a missionary committee 
or, as in the Ruggles Street Baptist Sunday-school, Bos- 
ton, Mass., under the care of one class, there a class 
of women. The Rev. Charles Lott Palmer has said: 
"There are many excellent books for children and young 
people, but no class of reading is more fascinating or 
beneficial than missionary. The lives of our most con- 
secrated workers are now obtainable in simple English 
for the young. Such books are as fascinating as novels 
and of greater value. They contain the information that 
gives the growing mind a just conception of the 'mission 
of missions.' They furnish the much-needed incentive 
for holy living required by young converts. And the 
impression made on the child will abide through life, 
bearing fruit in gifts and prayers." 1 The general sec- 
retary of the Student Volunteers 2 has lists of missionary 
libraries which may be obtained at reasonable prices. The 
missionary boards of our several denominations can sug- 
gest other books of value. 

The teachers' library. Another essential for the mod- 
ern Sunday-school is a special reference library for teach- 
ers and normal classes. Its shelves should be well 
stocked with all the latest commentaries and aids to the 
study of the Bible, and should be free of access at all 
times to teachers and normal class members. The Cam- 
bridge Bible for Schools and Colleges, with its com- 
pendiums on the various books of the Bible, is a concise, 
comprehensive and scholarly commentary, especially 
suited to the student of English. The teachers' library 
should also have every serviceable publication relative 
to Sunday-school methods, the work of teaching, etc. 

1 The Christian Intelligencer, October 30, 1901. 

2 Address, 3 West Twenty-ninth Street, New York. 

226 



LIBRARIES 

The teachers and normal class workers may read only 
certain chapters of such works, but these will prove stim- 
ulating and helpful. Next to the Bible, there should 
be placed in the hands of teachers The Point of Contact 
in Teaching? by Du Bois. This book, with its wealth for 
both mind and heart, will prove to the true teacher more 
fascinating than fiction. The teachers' library should 
next have the Rand-McNally Bible Atlas, Histor- 
ical, Descriptive and Illustrated, 2 which is full of in- 
formation regarding the Holy Land, including ancient 
and modern Jerusalem, explanations and colored dia- 
grams of the temple, etc., with maps, plans, review charts, 
and beautiful engravings of salient features of interest. 
The library should also have Schauffler's The Teacher, 
the Child and the Book? Taylor's The Study of the 
Child? Du Bois' Beckonings from Little Hands? Ad- 
ler's The Moral Instruction of Children? Smith's The 
Historical Geography of the Holy Land? and similar 
lar works. With the occasional reading of even parts 
of such books, teachers will find a growing enthusiasm 
for, and a pleasurable and promising gain in, their work. 
If the books are not drawn at first, let the pastor or su- 
perintendent place them in the hands of teachers, suggest- 
ing the reading of a certain chapter or of certain pages. 
There should be a faithful record of books drawn. When 
a book is returned, place another in the hands of the 
teacher at a suitable time, and continue this educational 
work. It will strengthen the work on all sides, and with 
heavenly results. Strong's Exhaustive Concordance of 
the Bible, and new works that give light on the Scrip- 

1 Dodd, Mead & Co., publishers, 372 Fifth Avenue, New York. 
a By J. L. Hurlbut, D.D., Rand, McNally & Co., publishers, 
Chicago. 

3 W. A. Wilde & Co., publishers, Boston and Chicago. 

4 D. Appleton & Co., publishers, New York. 
5 A. C. Armstrong & Son, publishers, New York. 

22J 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

tures, should also be available. The teachers' reference 
library in the First Presbyterian Sunday-school, Allen- 
town, Pa., contains five volumes of Heroes of the Ref- 
ormation, twelve volumes of Preparing to Teach, one 
volume, No. 6, American Church History, History of 
the Christian Church, Hodge's Outlines of Theology, 
Dictionary of the Bible, etc. 

4. The cataloguing and care of books should be with the 
same precision that any other business is conducted. Lists 
of new books may be intimated orally or on the black- 
board. In the Central Presbyterian Bible-school, Au- 
burn, N. Y., the new books are noted on a card outside 
of the library door and on a printed slip added to the 
catalogue yearly. In the North Avenue Baptist Sunday- 
school, Cambridge, Mass., the new books are allowed to 
accumulate during the year before being catalogued and 
added to the library for distribution. 

5. What is the best plan for the distribution of the 
books? It is just here that many schools fail when within 
reach of success. In the Ruggles Street Baptist Sunday- 
school, Boston, Mass., where there are two libraries, the 
one for the Primary Departments is presided over by one 
of the church deacons and his wife, with an assistant. 
The librarian knows the four hundred books so well that 
she is able, as soon as she glances at the title, to give the 
general contents of the book. She is also well acquainted 
with the pupils, who in this department do not choose 
their own books. The choosing is done by the librarian, 
who adapts the book to the child. The officers of the 
school consider this one of the best works that is being 
done in the school. 

A similar plan for the distribution of books is to be 
commended for the library of the main school. If the 
work is delegated to a committee, or in the smaller schools 
to the librarians, they should know the books and the 

228 



LIBRARIES 



pupils, and do their conscientious best to place the right 
books with the right scholars. 

The following is an illustrative list of rules : 



Register No Class No 

CLASSON AVENUE PRESBYTERIAN SUNDAY-SCHOOL. 

Name. 

Teacher 



Library Rules. 

Only one book may be taken at a time. 

Books must be returned on or before the second Sunday after they 

are taken. 
Books not returned in four weeks will be considered lost. 
Books lost must be replaced or paid for. 
Scholars returning books defaced or damaged will lose the privileges 

of the Library for four weeks. 
No books can be taken by scholars who are irregular in their attend- 
ance. 
No books will be exchanged at the Library on the day they are 

issued. 
Scholars must not exchange books with one another. Any one doing 

so will lose the privilege of the Library for four weeks. 
One catalogue only will be given to each scholar. If this is lost or 

destroyed, another copy can be obtained at a cost of ten cents. 
At least twenty unused numbers should be kept on the card. 
When a book is specially desired it may be indicated by underlining 

the number of the book on the card. 
A fee of five cents a week will be required for books kept out over- 



[Reverse side.] 
Books Desired. 



Numbers 
i to 300 



Numbers 
301 to 500 



Numbers 
501 to 700 



Numbers 
over 700 



229 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

When the older members of a school are permitted to 
choose their own books, the card system should be used. 
A library catalogue is then preserved by each pupil, who 
writes a preferred list of three or five books on a card 
provided for the purpose. The cards are collected by the 
librarians and then returned with the books, which are 
placed by the classes for distribution by the teachers at the 
close of the session. This is a great gain over the old plan 
of pupils crowding about the library shelves and tables, 
with inevitable confusion ! In the Park Church, Elmira, 
N. Y., library books may be had at the lecture-room Sat- 
urdays between ten and twelve in the morning and be- 
tween two and five in the afternoon. Tickets are given 
by the librarian, on application, to all pupils over eight 
years old, after a few satisfactory Sundays. 

6. Miscellaneous suggestions. The librarian should 
make a regular report each Sunday, as do the other offi- 
cers. This is a quiet and effective way of emphasizing 
the importance of the work and of securing systematic 
records. 

Along with the provision of good books, there should 
be a free weekly distribution of a bright illustrated 
story paper, such as Forward, 1 The Classmate, 2 etc. 
Similar papers can be obtained for the younger members 
of the schools from the publishing houses of the several 
denominations. The cost is small and the results are 
large, meeting a real need of the pupils, deepening their 
love for their school, appealing to their fidelity, broaden- 
ing their intelligence, and cultivating a taste for the best 
reading. 

The plan of keeping the library open during the week 
and of using it in part as a reading-room, filled with 

1 Publisher's address, 13 19 Walnut Street, Philadelphia, Pa. 

2 Publisher's address, 150 Fifth Avenue, New York, N. Y. 

230 



LIBRARIES 

papers, magazines and the best current literature of the 
day, is one of the hopeful signs in church life. 

7. It follows that the librarian should be an intelli- 
gent and capable worker, one chosen because qualified for 
the responsible work, and with such interest in it as to 
study and provide for its every advancement! "Better 
give the books away than entrust them to this or that in- 
competent youth, 'just to keep him in the school a few 
years longer.' Make the library a post of honor, and 
man it with a teacher, lawyer, or college graduate, who 
will magnify the office." Such are the words of Mr. J. R. 
Joy, who has said some other good things on libraries in 
Brewer's How to Make the Sunday-school Go. 1 Com- 
paratively little has been written on Sunday-school libra- 
ries, and a librarian who expects to make his library the 
powerful aid for good that it can be must continue a dili- 
gent student and untiring worker. 

1 Eaton & Mains, publishers, New York and Cincinnati. 



23I 



CHAPTER XVI 

MISSIONS 

I. No one thing is more significant of the growth of 
Christianity and its matchless power upon the world than 
the growth of the spirit of missions in Bible-schools. 
There are now whole Bible-schools organized as schools 
with the purpose of the Master: the Gospel for every 
creature. These missionary schools, too, forcibly illus- 
trate the divine law of growth. With eyes upon the 
world's horizon, their work for the last man, whether 
Hottentot, Fiji, or the despised Chinaman, these schools 
are the growing schools, increasing mightily in num- 
bers, gifts and powers, following in the wake of the Mo- 
ravian Church, that peculiarly missionary Church, with 
a continual revival at home. Glorious is our hope, 
when our boys as well as girls (which means ultimately 
men as well as women) are imbued with the spirit that 
knows no staying: the world for Christ! 

II. Methods of interesting members of a school in 
missionary work. I. First of all, we must have a clear 
idea of just what it is that we desire to do. Is not the end 
before us simply this : the informing of pupils of the 
great world work of missions, its nature, method and need, 
and also the imbuing them with the spirit of missions? 
How can this be done ? Mr. W. Henry Grant, who speaks 
to us out of extended study and large experience, says : 
"It appears to me that the problem of interesting the Sun- 
day-school in the missionary cause, and of having the 
scholars contribute toward missions from an intelligent 
motive, is largely one of placing in the hands of the su- 

232 



MISSIONS 

perintendent or teachers for use at the right moment such 
topics and information, including illustrative objects, 
maps and pictures, as will enable them to present the fields 
of the world from an attractive and humanly interesting 
standpoint, and that the first essential is to secure the co- 
operation or initiative on the part of the superintendent, 
or some one not charged with so many duties who has 
time to read missionary literature, in order to bring the 
topics of interest before the school in a suitable way, in the 
very few minutes which can be allowed, generally at the 
close of the session. I believe that sacred geography 
and history is not confined simply to the Holy Land, 
and that human interest in the boys and girls in other 
lands on the part of boys and girls in American Sunday- 
schools should be living and real. . . . My thought is 
to have the missionary topics so introduced as not to 
crowd the regular exercises and lesson, but to be healthy 
and stimulative and a natural part of the exercises and 
teaching. In order to accomplish this it seems to me 
that quality and aesthetic presentation, to use a pedagog- 
ical term, should be striven for rather than quantity. I 
think a good deal of injury has been done by reading 
long letters and articles, and making long speeches which 
did not present the subject in a vivid way. I am hoping 
that we may develop a plan which will correlate what is 
said from the superintendent's desk with what is taught 
by the teacher and taken home by the scholar, with an 
illustration on the wall which will stand as an attractive 
memento, possibly being the same as is contained in the 
leaflet or paper distributed to the scholars. 1 would sug- 
gest gems of stories with illustrations of boys and girls 
of different nationalities, whose purposes and ideals have 
been changed through contact with missionaries, or 
through coming to a knowledge of the truth as it is in 
Jesus, and who have 'a like precious faith with us,' and 

233 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

consequently a fellowship with us in our spiritual inher- 
itance. Very few of our missionary writers have had the 
gift of telling brief stories, so that the right sort will not 
be found or produced at a very rapid rate." 

2. The whole school as a missionary society, organ- 
ized with the regular officers, president, vice-president, 
secretary and treasurer, with regular monthly or quar- 
terly meetings at which reports are read, addresses given, 
plans suggested, etc., is an approved plan. Frequently 
in such a society each class has its treasurer for the care 
of the class pledges and collections, as an aid to the 
general treasurer. In the Westminster Presbyterian 
Sunday-school, Grand Rapids, Mich., the class secretary 
keeps a record of the class work and reports each quarter 
to the general secretary. 

In the North Avenue Baptist Sunday-school, Cam- 
bridge, Mass., the Intermediate Department and the 
younger members of the Main Department form the mis- 
sion band, which holds special meetings with appropri- 
ate addresses. 

In the Ruggles Street Baptist Sunday-school, Bos- 
ton, Mass., there is a Young Men's Missionary Read- 
ing Circle for the consideration of missionary items 
of interest, with the aim on the part of the leaders 
to stimulate missionary endeavor. This circle usually 
meets for three-quarters of an hour preceding the meet- 
ing of the Christian Endeavor Society. A similar 
meeting for young women precedes, for half an hour, the 
regular Friday evening church prayer meeting. 

The James Lees Memorial Presbyterian Sunday-school, 
Louisville, Ky., has organized the South American Mis- 
sionary Company, which is supporting an evangelist in 
Brazil. They issue stock certificates at fifty-two cents 
a share, payable at the rate of one cent a week for a year. 
Every four weeks in this Bible-school half of the hour 

234 



^^mgm®m ^S&&M^mBm 




hi p tt pi; p i « iii I 



7^^><5^0i<CO^vA«cv^^^^ 



I 



235 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

is devoted to a missionary exercise. The suggestive 
stock certificate is outlined on the preceding page. The 
attendant cards of the missionary "company" are as fol- 
lows : 



Application for Stock 

in THE 

SOUTH AMERICAN MISSIONARY COMPANY, 

OF THE 

JAMES LEES MEMORIAL PRESBYTERIAN CHURCH. 



No Louisville, Ky., 

/ agree to take shares in the South 

American Missionary Company, which is supporting 
a Missionary in Brazil. 

I promise to pay at the rate of 52 cents per share 
(/ cent for each week in the year), payable at the end 
of every 4 weeks. 

Name 

Address - 

When whole amount is paid, the Seal of the Company will be placed 
on the Stock Certificate issued. 



SOUTH AMERICAN MISSIONARY COMPANY 

OF THE 

JAMES LEES MEMORIAL PRESBYTERIAN CHURCH, 
Frankfort Avenue and William Street. 



Louisville, Ky., 

Received of - — 

$ for weeks' payment on shares 

issued on Stock Certificate No 

Treasurer. 

When whole amount is paid and receipts returned, the Seal of the 
Company will be placed on the Stock Certificate. 



3. The monthly or quarterly missionary services are 
held in schools organized as societies, and in many that 
are not so organized. In the Second Presbyterian 
Church, Dubuque, la., the reading of a missionary letter 

236 



MISSIONS 

and the singing of missionary hymns are substituted for 
the usual opening exercises on the first Sunday of each 
month. In the Ruggles Street Baptist Sunday-school, 
Boston, Mass., once a month ten minutes are devoted to 
stimulating missionary zeal by bringing in the most in- 
teresting speaker obtainable, or by some interesting mis- 
sionary exercises by members of the school, such as 
bright, instructive missionary papers, reports from the 
mission field, etc. 

The quarterly missionary service is more generally ob- 
served than the monthly meeting, and that usually by hav- 
ing a missionary address. In the Nostrand Avenue Meth- 
odist Episcopal Sunday-school, Brooklyn, N. Y., the mis- 
sionary service is on review Sundays, and consists of a 
special programme and an address by a speaker from 
without the church. 

''Special missionary days" is another plan for keeping 
a school informed and interested in missions, and is fol- 
lowed by the First Westminster Presbyterian Sunday- 
school, Keokuk, la., which has special days for home 
and for foreign missions, usually the Sabbaths nearest 
to Fourth of July and Christmas. In the First Baptist 
Sunday-school, Asheville, N. C, two of their special days 
are Orphanage Day and Mission Day. On Orphanage 
Day special invitations are sent to the parents and gen- 
eral invitations are extended to the people of the city to 
visit the school, and to join by any contribution they may 
wish to make to the denominational orphanage. The 
school raises on these days from one to two hundred dol- 
lars, mostly through the little children, who take great 
pride in it, and talk of "our little orphans." The most 
inspiring and popular day is Mission Day. The whole 
school looks forward to this with great interest, and there 
is the strongest rivalry among the classes as to which 
class will make the best record on that day. The mis- 

237 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

sionary spirit is made the leading feature of the school 
from one end of the year to the other. On the last Mis- 
sion Day two hundred and thirty-five dollars was col- 
lected, and there was no child in the school who was not 
proud of that day. In addition to this, the school con- 
tributes ten dollars a month to missions. This is, indeed, 
an inspiring record of good works ; pleasing, we know, 
to the Master, whose dying mission was for the world. 

4. Other schools find it advisable to select some spe- 
cial object toward which their missionary money shall 
go. In the Classon Avenue Bible-school, Brooklyn, 
N. Y., the children vote by ballot for the objects toward 
which they wish to contribute, a printed ballot being pre- 
pared for the school as follows : 



CLASSON AVENUE SUNDAY-SCHOOL. 

Objects for Contribution. 

1902-3. 



Objects voted for are to be marked with X in the margin. _ Objects 
not in the following list may be added in the blank space below it. Each 
person may vote for 10 objects. All ballots are to be signed. The Vote 
will be taken Sunday, October 5th, 1902. 



Newsboys' Home. 

Flower and Fruit Charity. 

American Sunday-school Union. 

Zahleh. 

Women's Board of Foreign Missions. 

Wayside Home. 

Home for Consumptives. 

Vacation Fund for Working Girls. 

Seaman's Aid Society. 

Women's Executive Committee of Home Missions. 

Wyckoff Heights Sunday-school. 

Seaside Home. 

Young Women's Christian Association. 

George Junior Republic. 

Sitka Mission School. 

Brooklyn Training School for Girls. 

Colored Orphan Asylum. 

Girl's School, Tokio. 



Name. 



Class No. 



238 



MISSIONS 

Another value of such a plan is that the pupils must 
feel that they are an integral part of it, — not only bring- 
ing gifts, but also helping determine where they are to 
go. The Bethel Presbyterian Bible-school, East Orange, 
N. J., selects certain locations and certain schools in the 
home and foreign fields for aiding through contributions, 
and asks the missionaries in charge to write them of the 
details and progress of their work. 

III. Missionary offerings. I. Honor recognition 
of the best giving missionary classes. In the Nostrand 
Avenue Methodist Episcopal Sunday-school, Brooklyn, 
N. Y., the collection is an important feature of the mis- 
sionary service. A contribution of three dollars by a 
class allows the nomination of any one to life member- 
ship in the society. The classes in the various depart- 
ments giving the largest pro rata amounts are the banner 
classes, and are entitled to the banners or flags for the 
quarter. 

2. "Inasmuch as ye have done it." The Bethlehem 
Sunday-school, Ann Arbor, Mich, has quarterly mission- 
ary meetings, when the children bring an extra contribu- 
tion, which goes toward supporting an orphan child in 
India, whom the Sunday-school has adopted and prom- 
ised to bring up in the Christian religion. A picture of 
the boy is hung upon the wall of the Sunday-school room, 
inspiring continuous interest and aid. The generous 
missionary gifts of this school are sufficient not only to 
support this child, but also to aid various missionary 
causes. 

3. Special plans for securing missionary money. 
First of all, of course, the school should be informed as 
to the nature and need of the work, and schooled in sys- 
tematic voluntary beneficence. But in addition to this, 
there are running expenses that must be considered. In 
a few schools the running expenses are met either wholly 

239 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

or in large part by the church, that the offerings of the 
pupils may be devoted to missions. Again, we find one 
or more Sundays in the month or in the quarter set 
apart when the offering is wholly for missionary pur- 
poses. 

The Westminster Presbyterian Bible-school, Grand 
Rapids, Mich., formerly used its offerings for the run- 
ning expenses ; now the church pays a portion of the ex- 
penses, and the school, organized as a missionary society, 
is able to sustain two scholarships, one in the Asheville 
Home Industrial School for girls at Asheville, N. C, 
and one in the Clear Creek School at Clear Creek, W. Va., 
and is increasing the regular school collections. The su- 
perintendent writes : "This home mission work has proved 
very successful, indeed. We have a large surplus in 
the treasury and are now preparing to enlarge our work, 
taking up the support of a Bible reader in China in addi- 
tion to this home mission work." 

In the Church of the Messiah, Brooklyn, N. Y., every 
class has a missionary envelope in addition to the regular 
envelope in which they put their contribution for the sup- 
port of the school. The children take turns in working 
a week at a time to get money for this "Missionary En- 
velope," which is presented on Missionary Sunday each 
month. 

The birthday box among the Primary children is used 
for missionary purpose to good effect. 

The pledge system, for weekly, monthly or quarterly 
contributions, is also enlisted in this work. The Greene 
Memorial Sunday-school, Roanoke, Va., prints on the 
pledge class-sheet, which bears each scholar's signature, 
"In case of absence, the teacher or class treasurer is au- 
thorized to make payment and collect on the following 
Sunday." In the First Methodist Episcopal Sunday- 
school, Decatur, 111., each class pledges a certain amount. 

240 



MISSIONS 

One scholar in each class keeps a record of the indi- 
vidual pledges and collects the money, reporting quar- 
terly, when there is a suitable missionary programme. 

IV. Missionary committees. The missionary offer- 
ing of the Bethel Presbyterian School, East Orange, N. J., 
is in charge of a committee, who make it their business 
to ascertain for what purpose this monthly collection shall 
be devoted, and the chairman of the committee reports 
regularly to the school where the money is sent and what 
is accomplished with it. Contributions are also made 
regularly to local charities, and the chairman of the com- 
mittee and others who can find time make it a point to 
visit such institutions and report on them also to the 
school. This plan has proven very successful, the interest 
of the scholars being always kept up in benevolent work. 
In the Willoughby Avenue Sunday-school, Brooklyn, 
N. Y., a Benevolent Committee keeps the missionary ob- 
jects permanently before the school, and is materially in- 
creasing the contributions. 

V. Practical missionary work by the members of the 
school. While we teach the blessed and joyous service 
of giving to missions, let us also teach the duty of being 
missioners at home. The chapter in this volume on 
Ways of Reaching and Securing New Scholars sets 
forth opportunities that are before us all. We are touch- 
ing elbows with the benighted heathen every day. 

"If you cannot cross the ocean 

And the heathen lands explore, 
You can find the heathen nearer, 

You can help them at your door; 
If you cannot speak like angels, 

If you cannot preach like Paul, 
You can tell the love of Jesus, 

You can say He died for all." 



241 



CHAPTER XVII 



DECISION DAY 



I. What is the supreme and comprehensive end of 
Sunday-school work? Is it not that our youth at the 
last may be full-orbed and self-contained Christians ? We 
make bold to say that the great end of all our effort, Bi- 
ble study and prayer, is to bring the unconverted to 
Christ, and to deepen the spiritual life of those who call 
themselves Christians. Is such statement commonplace? 
Secular educators to-day, impelled by the light of mod- 
ern science and psychological research, are educating the 
Church, and all but stunning us with the sense of our 
responsibility! Here are the words of a scientific edu- 
cator : "The end of education is to advance the youth in 
his efforts to become like the Infinite. In His image is 
he created, and every activity exerted should be a striving 
to realize the possibilities thus assured." * To this end 
Sunday-schools are working, and are heading-up their 
work in what is called Decision Day. 

The superintendent of the First Methodist Sunday- 
school, Topeka, Kan., Mr. F. J. Thomas, says : "I am be- 
coming more and more convinced that herein is the par- 
tial solution, at least, of the much-mooted question of how 
to keep the young people in the Sunday-school. Get 
them identified with the Church before they are sixteen 
years old. If a child is old enough to love its father and 
mother, and know it, it is old enough to love God and 

1 The Study of the Child, by A. R. Taylor, Ph.D., Introductory, 
p. xxxviii. 

242 



DECISION DAY 

know it." The superintendent of the First Presbyterian 
Sunday-school, Johnstown, Pa., Mr. F. D. Jolly, says: 
"We feel that unless scholars of our school can be brought 
to confess Christ while they are young, we are very 
apt to lose them. Many of them drift away from us un- 
less we get a good hold on them, and even after we have 
enrolled their names with the Church there is danger that 
they get away from us, thinking that they do not need 
the Sabbath-school." Many pages could be covered cit- 
ing similar earnest words from earnest-hearted superin- 
tendents and pastors, who realize that the ultimate of 
all work in the Sunday-schools should be a living union 
of their individual members with the Lord Jesus Christ. 
2. Results of purposeful work. Working with the 
spiritual end in view, many schools report annually of 
goodly numbers becoming members of the Church. Thou- 
sands upon thousands have come into church member- 
ship in this way. The First Baptist Sunday-school, In- 
dianapolis, Ind., with an average attendance of about four 
hundred, has averaged about twenty-five conversions a 
year for several years. In the Poplar Street Presbyterian 
Sunday-school, Cincinnati, Ohio, the average of those 
deciding for Christ on Decision Day has been fifty. In 
the First Methodist Sunday-school, Topeka, Kan., there 
have been as many as thirty who have decided in a single 
Sunday, and in a single year the number has reached one 
hundred. Mr. J. H. Montgomery, of the First Baptist 
Bible-school, Ann Arbor, Mich., says: "We count it an 
unfruitful year when many do not choose the Saviour as 
Lord and Master." Dr. George F. Hand, the superin- 
tendent of the West Presbyterian Sunday-school, Bing- 
hamton, N. Y., says : "A pupil rarely remains long in our 
school without becoming a Christian. There is an at- 
mosphere in the school which makes religion seem at- 
tractive. We know nothing of the disorder of which so 

243 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

many superintendents and teachers complain. After con- 
version, we try to build up our pupils in the spiritual life. 
The result is that I have often made the remark that I 
believed we could thoroughly equip another school as 
large as our own with a competent outfit of officers and 
teachers." Similar results are reported from many 
schools. 

Another gain of keeping the spiritual aim of the work 
steadily in view is that it raises the religious atmosphere 
of the school. True, the Bible-school is a school, but 
in neither a narrow nor a sectarian sense; it is for the 
moral and religious education, as well as instruction of 
youth, and as such the function of the school is to educate 
the emotions as well as the mind. Only through a main- 
tained spirituality, therefore, can pupils be wholly relig- 
iously impressed. Being so impressed, the religious at- 
mosphere of the school spreads through the homes of the 
pupils, making impression there even on the careless and 
indifferent. 

3. Decision Day : What it is and why it is. We may 
say that Decision Day is appointed as a definite time 
when the question of one's personal relation to Christ can 
be brought strongly before the members of the school. It 
is needed in that it opens a way to, and encourages de- 
cision for, Christ, thus lessening the likelihood of young 
people waiting "till to-morrow," or "till too late." De- 
cision Day is also helpful in keeping emphatically before 
all, young and old, the fact that the Sunday-school is 
an ever-open way to God, and for coming into closer com- 
munion with Him. The day, therefore, should mean not 
only the bringing in of new disciples to Christ, but also 
the coming nearer of the older disciples to Him. This 
latter point is emphasized in the Walnut Street Presby- 
terian Sunday-school, Philadelphia, Pa., as strongly as 
is the former. 

244 



DECISION DAY 

When may Decision Day best be observed ? Local con- 
ditions must largely determine. But there is inspi- 
ration in keeping a day in common with other schools of 
a State. Most schools have one Decision Day yearly, 
but some schools have more. The Collingwood Avenue 
Presbyterian Sunday-school, Toledo, Ohio, observes 
three Sundays as Decision Days : the second Sundays be- 
fore communions, the church having communion service 
quarterly. The Prospect Street Presbyterian Sunday- 
school, Trenton, N. J., observes Decision Day when the 
lessons lead up to it, and some particular lesson sug- 
gests it. 

4. Plan and preparation for Decision Day. "Come, 
let us have Decision Day next Sunday," — that is one 
way of "planning" and of failing. The time to plan for 
Decision Day is with the "Amen" of the last Decision 
Day ! The spiritual problem of individual pupils, and of 
classes, should be talked over by teacher and superintend- 
ent; and, when advisable, taken up at the teachers' meet- 
ings, that it may be talked over and prayed over. There, 
too, should be special prayer and plan on the part of 
teachers and officers. I could name schools where prayer 
meetings of teachers and officers are held for weeks be- 
forehand, superintendents writing personal letters to 
teachers relative to the work. 

WALNUT STREET PRESBYTERIAN CHURCH. 

Philadelphia, Pa., January 10, 1902. 
My Dear Friend : 

Are there any members of your Sunday-school class 
who have not publicly accepted Christ as their Saviour? 
At the meeting of the teachers and officers of our Sunday- 
school held last Monday evening, it was this subject — 
the spiritual life of the individual members of our classes 
— to which we gave our earnest and prayerful considera- 

245 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

tion. Indeed, our experience last Monday evening was 
not unlike some of the experiences of the early Chris- 
tian Church about which we are now studying in the 
Acts. We were deeply impressed by the fact that we can 
have the power and presence of the Holy Spirit in our 
Sunday-school to just as great a degree as at the time 
of Pentecost, if you and I, the teachers and officers, are 
willing to open the way. 

Those who were present Monday evening decided upon 
a definite course of action looking toward the immediate 
bringing to Christ of all those members of our classes 
who are, as yet, outside of Him (with the exception, of 
course, of the youngest members of the school). The 
first thing that we decided upon was to meet together, 
teachers and officers only, at quarter past ten o'clock 
next Sunday morning, January 12, in the Sunday-school 
room, for prayer over the spiritual life of our classes. 
Will you not be with us at that time? I earnestly hope 
that you will, knowing definitely at that time what mem- 
bers of your class, if any, need our special prayers, al- 
though you will not, of course, be asked to mention any 
names. 

At this meeting Sunday morning there will be an 
opportunity for free discussion of whatever further plans 
it seems wise to make. The last Sunday of this month 
was set apart as a special Decision Day for the Sunday- 
school. 

May we all be willing to be led in just the right way 
by our Heavenly Father, and may we have your personal 
sympathy and co-operation and prayers in this special 
work, is the prayer of 

Your sincere friend, 



Living through the year in the spirit of Decision Day 
is the plan of the First Baptist Church, Indianapolis, Ind. 
The superintendent, Mr. C. S. Dearborn, says : "We have 
no plan with reference to conversion, but aim to teach 
Christ in every lesson, so that hardly a month goes by 
that we do not have some members of the school con- 

246 



DECISION DAY 

fessing their Saviour and enlisting in His service. De- 
cision Day brings a few more, but the steady ingathering 
through the year is, in my judgment, of much more im- 
portance." We are agreed that we should expect and 
work for constant results. Now, a question: Why such 
effort for sustained spirituality and adaptation to the in- 
dividual needs of pupils? A world of light has been 
let in on the subject of conversion; "the philosophy of 
the change called conversion has undergone changes." 
We cannot now enter fully into this subject, 1 germane 
as it is, but one or two statements should be made. First, 
it is all wrong, the cursed sophistry of a wild traditional 
belief, to teach that every child must experience some 
great revolution, or even change of feeling, in becoming 
a Christian. Unless our homes and churches are all 
wrong, our children will be taught the very opposite of 
expecting a change of feeling, or of purpose, in religious 
experience ! I believe in regeneration, but I also believe 
that regeneration can take place so early in life that one 
cannot know when it took place ! John the Baptist was 
"filled with the Holy Ghost, even from his mother's 
womb." 2 It would be as rational to ask some children 
when they commenced to love their father and mother 

1 The following references are appended for the help of those 
who desire to study the subject of conversion in the light of 
modern thought : 

Daniels, A. H. : "The New Life: A Study of Regeneration." 
Am. Jour, of Psychology, October, 1893, Vol. VI. 

Lancaster, E. G. : "Psychology and Pedagogy of Adoles- 
cence." Ped. Sem., July, 1897, Vol. V. 

Lenba, J. H. : "A Study in the Psychology of Religious Phe- 
nomena." Am. Jour, of Psy., April, 1896, Vol. VII. 

Starbuck, E. D. : "A Study of Conversions." Am. Jour, of 
Psy., January, 1897, Vol. VIII. 

Starbuck, E. D. : Psychology of Religion, Scribners, New 
York, 1899. 

2 St. Luke 1 : 15. 

247 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

as to ask them when they first loved God. They have 
always loved! Let Decision Day be to such youth the 
time of bearing witness of that love! 

But with all our youth spiritual crises may arise. There- 
fore, it must be remembered "that moral and religious 
growth is possible only as a result of successive decisions ; 
and in the great majority of cases such decisions 
are accompanied with no small introspection, and often 
with actual moral struggle. The psychology of religion 
enables us to treat this matter with such precision that 
conversion has come to have a distinct pedagogical sig- 
nificance. Speaking generally, these crises come in the 
periods of early adolescence and of early maturity. . . . 
In the case of boys and girls, the hindrances to the correct 
decision spring less from doubt than from indifference 
to ideals. ... In the second period of crises, that of 
the maturing life of the youth, the difficulties are pretty 
generally due to actual moral deadness or to intellectual 
doubts." 1 

Statistics show that the age of special religious interest 
is from "twelve to sixteen." Such brief statements are 
sufficient as suggestion of the urgent need of prayer, and 
of head and heart preparation in the work of leading lives 
heavenward. 

5. We now ask very thoughtfully, How shall the exer- 
cises for Decision Day be conducted? Usually the lesson 
is omitted; the exercises being earnest and spiritual, and 
suited to the day, including prayers and hymns, short ad- 
dresses by pastor and superintendent, and sometimes 
brief testimonies by the older members of the school. 
Then the whole or a part of the lesson time is given as 
"conversation time," through the withdrawal of teachers 
and classes by themselves for personal word and prayer 

^Principles and Ideals for the Sunday-school, Burton and Mat- 
thews, pp. 148, 149. 

248 



DECISION DAY 

on the subject of personal religion. What next? The 
use of the following card, prepared by Mr. Willard 



S. S. CENSUS AND DECISION DAY. 

"Choose you this day whom ye will serve." 

Joshua 24 : 15. 
"He that is not with me is against me. 1 ' — Matt. 12 :30. 



"The Master calleth for thee." 

"Not willing that any should Perish, but that All should come to 
Repentance." — 2 Peter 3 : 9. 

" For all have sinned." — Rom. 3 123. 



WHERE ART THOU? 

1. Professing Christian and Church member. 

Name 

Church 

2. Professing Christian, but not a Church member. 
Name.._ 

3. Not a Professing Christian. 

Name. 

4. God helping me, I choose henceforth to lead a Christian life. 
Name 

Address 

Teacher Date 



" How long halt ye between two opinions." — 1 Kings 18 : 21 



HOW TO BECOME A CHRISTIAN. 
" Repent Ye."— Acts 2 138 ; Luke 13 : 3. 
" Believe on the Lord Jesus."— Acts 16 : 31 ; John 5 124. 
"Confess Me."— Matt. 10:32: Rom. 10:9. 
" Call on the Lord."— Acts 2 121. 
" Do His Will."— John 7 : 17 • Acts 26 : 19. 



A choice made in a moment may cause you joy or sorrow forever. 
God loves you and will help you as you Trust and Obey. 



B. Wilson, Field Secretary of the Rhode Island Sun- 
day-school Association. Many Decision Day cards 
have come before me, but I know of no card so 
suited to our need as is this card. All pupils can 

249 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

sign it; their exact religious status is obtained by it; no 
statement of religious change is exacted of all by it ; and 
the line "Not a professing Christian" must force one, 
having to sign it, to think seriously — to such the card 
may be preparation for better things. In the use of cards 
over-urging should be carefully avoided, and care exer- 
cised that the "decision" may not be the result of excite- 
ment and mere emotional feeling. 

The closing exercises should include a bright, hopeful 
hymn, as well as brief, fervent prayers, and encouraging 
words to those who have made decisions. 

Remark. A suggestion has been made by the Evan- 
gelistic Committee of the General Assembly of the Pres- 
byterian Church that it might be helpful if those pastors 
whose schools observe Decision Day should preach on a 
topic appropriate to that day, and with the whole service 
in keeping. 

6. After-plans. After young people have made pub- 
lic confession of their faith, it lies with their teachers and 
other church workers to see that these young people do 
not fail of making good their profession through want 
of knowing what to do and how to do it, or through want 
of help and encouragement ! The following letter of the 
Ashland Avenue Baptist Bible-school, Toledo, Ohio, 
places the matter clearly before its teachers and before us : 

Toledo, O., February 19, 1902. 

Dear Fellow Worker: 

We have reason to rejoice that seventeen of our young 
people took a decided stand for Christ last Sunday. 
Many others are thinking about accepting Christ and 
will decide soon. We desire to urge upon you two things : 
First. If any of your class made the decision last Sun- 
day, will you not see them soon and help them into a 
clear understanding of the Christian life? We are ready 
to help you, and the pastor has already mailed to each 

250 



DECISION DAY 

of the seventeen a leaflet entitled "Good News for You," 
outlining the steps of entrance into the Christian life. 
Some of them may understand the whole matter clearly, 
but we must not assume that their signing the card or 
rising means in every case conversion. They are in 
earnest and ready to become Christians, but may need 
some instruction. We must leave to you in a large 
measure the work of instructing and leading them into 
the Church and of putting them into some line of Chris- 
tian work. We trust you will not rest satisfied until 
you have accomplished these results. Second. We hope 
you will enlist those already Christians and these new 
recruits with yourself in a definite and earnest effort to 
win the other members of your class. Unite in a prayer 
circle for them and plan to reach the unconverted ones. 
Make it the supreme purpose of your work as teacher to 
secure genuine results, and keep at it. Any day may be 
a "Decision Day." A maxim of business, "Keeping ever- 
lastingly at it, brings success," applies to Christian work 
also. Our opportunity is great; the time is short; the 
reward is glorious. , 

"Lift up your eyes and look on the fields ; for they are 
white already to harvest. And he that reapeth receiveth 
wages and gathereth fruit and life eternal." 

Yours for Christ and the Church, 

Carey W. Chamberlin, Pastor. 
John D. R. Lamson, Superintendent, 

Ashland Avenue Baptist Bible-school. 



251 



CHAPTER XVIII 

communicants' classes 

"Sandy/' said a church father to a young Scotchman 
who presented himself as a candidate for church member- 
ship, "how many Commandments are there?" "One hun- 
dred," was the prompt reply. "No, no!" said the sur- 
prised elder. "You better wait, Sandy, till you know your 
Bible, and come another time." Going from the church, 
Sandy met a companion coming to be "sounded" in the 
"doctrines." Sandy said: "If they ask you how many 
Commandments are there, what are you going to say?" 
"Ten, of course/' "Well," said Sandy knowingly, "you 
might as well go home. I tried them on a hundred, but 
that wouldn't do." Fortunately, most people know "how 
many" Commandments there are. But do young 
communicants know the meaning of the simplest essen- 
tials of the Christian faith outside the great cardinal doc- 
trine of the Atonement of Christ? We believe that the 
strong Christian is the informed Christian, and that the 
growing Christian is the grounded Christian. But how 
many of all those uniting with our churches could give the 
simplest intelligent answers of questions such as these : 
What did baptism do for you? What is the nature 
and meaning of the Holy Communion ? What does joining 
the Church do for you? How does joining the Church 
obligate you? How should one take the holy emblems 
of bread and wine? 

I. Value of communicants' class instruction. Now 
one ought to have for one's own sake, if for no other rea- 

252 



COMMUNICANTS' CLASSES 

son, simple, intelligent answers to such questions. Chris- 
tian growth is related to Christian truth. People de- 
sire to know what they believe and why they believe. 
There are things that ought to be taught, and explic- 
itly explained, about sin and temptation, Christ and sal- 
vation, what it is to be a Christian, faith and prayer, Chris- 
tian growth and Christian character. The home train- 
ing and Sunday-school training on these subjects is usu- 
ally spread over long periods of time, if taught at all. It 
is, therefore, helpful to have such subjects presented in a 
series of studies or lectures, when such subjects can be 
presented in a clear, concise and comprehensive way. 
This method helps to classify and to clarify knowledge 
for pupils, and "to rivet and clinch" the truth. Such is 
the purpose and work of the communicants' class. 

2. There is a growing recognition in practically all 
Protestant denominations of the urgent necessity of com- 
municants' classes. Rev. Charles E. Jefferson, D.D., 
says : "Instruction, painstaking, continuous, systematic 
instruction . . . this is the crying need of the Christian 
Church of our day. . . . We have had Niagaras of ex- 
hortation ; let us now have clear-cut, definite, positive in- 
struction." 1 

Similar words have been spoken recently by Rev. Fran- 
cis E. Clark, D.D., Rev. C. H. Patton, D.D., and other 
distinguished leaders of Christian thought and work. 

3. Many churches already have done splendid work 
through their communicants' classes. Mr. H. H. Pike, 
of St. George's Church, New York, says: "Being a 
Church school, we take various means of teaching the 
Catechism. Members of the Sunday-school must attend 
the Confirmation class two years; must know the Cate- 
chism well before they join the Confirmation class. After 

1 From an address before the International Council, Boston, 
September, 1899. 

253 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Confirmation they are watched for a number of years, and 
are brought regularly to communicants' classes prior to 
the first Sunday of the month. Upon these young com- 
municants the strength and resources of the parish, 
through its clergy, deaconesses and teachers, are brought 
to bear until we find our youth are firmly built in as regu- 
lar members and communicants. The rector directs what 
should be studied, but appoints a committee of experi- 
enced Sunday-school teachers to sketch out the details, 
which are then submitted to him." 

In the Methodist Episcopal Sunday-school, Topeka, 
Kan., probationers are organized into classes, and a reg- 
ular six-months' course of study is given them from the 
Probationers' Handbook. 1 

In the Trinity Reformed Church, Canton, Ohio, the pas- 
tor forms a catechetical class at New Year, and teaches 
them at the Sunday-school hour. This is made up of 
Sunday-school scholars, and at Easter they unite with the 
church, usually about twenty-five. This is outside of his 
Saturday class. Many scholars are gathered into this 
church in this manner. 

For boys and girls up to sixteen or seventeen, the Oli- 
vet Memorial School, New York, has connected with 
the church graded classes for religious instruction on week 
evenings ; these classes are the complement of those in the 
Sunday-school, and are not free for all, but only for 
members who hold tickets. They are very popular and 
very effective ; four of them held on Friday evening each 
week will average an attendance of thirty each. The 
membership of this church is largely built up from the 
Sunday-school and from the week evening classes for 
worship and religious instruction ; there is scarcely a com- 
munion service when a number of young people do not 

1 This book can be obtained from Methodist Episcopal Book 
Concerns. 

254 



COMMUNICANTS' CLASSES 

come into membership with the church. The pastor, Rev. 
William Denman, D.D., says : "We find that the Sunday- 
school leads to the church, and to the church only." 

In Christ Church, Norwich, Conn., the older scholars 
are taken into the rector's class before graduation to re- 
view in lectures the most important doctrines, to make 
sure that they clearly understand the Christian faith. 
Printed synopses of these lectures, giving references and 
definitions, are placed in the hands of each child to keep, 
covering the following subjects : 

Baptism. 

Confirmation. 

Lord's Prayer and Ten Commandments. 

Creed and Church. 

Holy Communion. 

Faith. 

Renunciation. 

Bible. 

Prayer. 

The awakened interest in the communicants' classes 
has been further suggested to me by appeals for infor- 
mation relative to the teaching and methods of such 
classes. It is unfortunate that so little has been pub- 
lished on this subject. 

4. What, then, is the content of such instruction? A 
comprehensive series of lectures is that used by the Rev. 
Emery H. Porter, D.D., rector of Emmanuel Church, 
Newport, R. I. The following are the subjects and out- 
lines of the lectures: 

I. MEANING OF YOUR BAPTISM. 

I. It has a meaning. It is no mere form. 
What do people think that it means? 

a. Nothing at all, an empty form. 

b. A ceremony of dedication, a pretty service. 

c. A superstitious charm, medicine in illness. 

d. Something of vague, indefinite blessing. 

255 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

2. What does it mean? 

The Catechism answer — "Wherein I am made a 
member of Christ, the child of God and an in- 
heritor of the kingdom of heaven." 

a. The sacrament of initiation into the Christian 

Church. 
Takes the place of circumcision in the Jewish 
Church. 

b. Stands for the forgiveness of sin. 

c. The gift of grace and help. The Holy Spirit a 

beforehand gift: prevenient grace with which 
to meet and ward off evil when it comes. 

3. We have the gift. What are we to do with it? 

No completed act. 

It looks on to Confirmation and the religious life. 

The office of god-parents : so helpful when right- 
fully understood and exercised. 

Infant baptism implies parental training and the 
Church's tender care. 

II. MEANING OF YOUR CONFIRMATION. 

1. History of the rite. 

Acts 8:14-17; 19:1-6; Heb. 6:2. 

An apostolic custom. 

Not a sacrament — but an ordinance of the Church. 
The coming of age of the baptised. Its place be- 
tween the two sacraments. 

2. Meaning of the word. 

To confirm — is to ratify former vows. 
To be confirmed — to be strengthened by God the 
Holy Spirit. 

3. What does it do? 

Chiefly it is the gift of the Holy Spirit. 

It is a time: 
To complete a former act. 
To bring many waverings to a decision. 
To take a positive stand on the Lord's side. 
To be admitted to the privilege of the Holy Com- 
munion. 
To unite with people in the Church's active work. 

Fitness for Confirmation is in the intelligent, prayer- 
ful desire to love and serve Christ in His Church. 

256 



COMMUNICANTS' CLASSES 

You give something — yourselves. 
You receive something — health and strength from 
above. 

III. DUTY OF SERVING GOD IN HIS CHURCH. 

Why in His Church? Why not outside? 

The Church not a mere organization but an or- 
ganism. 

The Church divinely ordered, no man-made institu- 
tion. 

Advantage of inspiration and fellowship. 

a. Benefit like that of family life. 

Like that of membership in a lodge, or associa- 
tion in a regiment. 

b. Advantage of declaring one's self with others. No 

life can be lived alone. 

c. Common Creed, common worship. The influence 

of Christian environment. 
d. Christians together can extend Christianity in all 

the world. 
The Church consists of the whole company of the 

baptised. 
That is the meaning of the Church Catholic Bap- 
tism is the door. 
The Lord's Supper is the family meal. 

IV. THE SERVICE OF GOD. 

When can one be confirmed? 

As a rule from fourteen years of age — according to 
intellectual and spiritual preparation. 

Confirmation is the coming of age in the responsibil- 
ity of religious decision. 

The claims of Christ and His Church. Give Him 
the freshness and powers of youth. Serve Him as 
many years as possible. Insurance tables tell us a 
child of fifteen has forty-four years of Christian 
service. 

Hindrances in the way of serving Christ. 

o. Not good enough. 

b. Another year will do. 

c. Waiting for feelings. 

d. The things to be renounced. 

e. The imperfections of Christians. 

257 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

V. WHY THIS CHURCH? 

1. What leads to the choice of one's Church. 

a. Birth, and justly. 

b. One's friends. 

c. The parish minister. 

d. The service. 

e. Social advantages. 

Some are good reasons and some are not. 

2. Claims of this Church. 

a. Primitive. 

b. Evangelic truth. 

c. Apostolic Order. 

d. Form of worship. 

e. Prayer Book piety. 

f. Training of children. 

3. Common objections. 

a. Formalism. 

b. Lack of emotional religion. 

c. Worldliness. 

d. Breadth. 

e. Extreme practices. 

VI. HOLY COMMUNION. 

1. The highest act of worship. 
History of its institution. 

Intended to be perpetual — "Until He come." 

2. An act of obedience : "Do this," etc. 

Names: Lord's Supper; Holy Communion; Eu- 
charist. 

3. The richest means of grace. 

Christ's gift of Himself to the soul for strengthen- 
ing and refreshing. We live in Him by His living 
in us. 

4. A memorial before God. 

Not mere commemoration, like a picture. 

An ever-renewed offering of the once completed 

sacrifice. 
"Ye do show the Lord's death till He come." 

5. Preparation for it. 
o. No magic rite. 

b. No mere badge of membership. 

c. A participation of Christ. 

258 



COMMUNICANTS' CLASSES 

d. His presence real because spiritual. 

e. As frequent as helpful. 

The loyalty of Dr. Porter to his own church is apparent 
in these lectures. We are learning, are we not, that there 
is such a thing as loyalty without bigotry? Sectarianism 
is a sin — nothing less. Christianity means loyalty — noth- 
ing less. We may say that the more loyal one is to one's 
home, the better citizen one is. And we may reason simi- 
larly of one's relation to one's church. Whatever our 
church, our young communicants should be acquainted 
with an epitome of its history and with the essentials of 
its polity. 

Along with such a series of lectures, one might help- 
fully use the booklet Doctrines and Duties, 1 by Rev. 
John L. Keedy, for parallel reading or study. The book- 
let is arranged for conversational use in a pastor's train- 
ing class, and presents in a plain, fresh and forceful 
way the great fundamental truths of the Christian religion 
and of Christian living. 

5. Class work. The hour of meeting and method 
of teaching must be determined by local conditions. The 
usual instruction is through informal lectures on week- 
day evenings, presenting great truths tersely and plainly, 
quietly and directly, as from heart to heart. Members 
of the classes should also be invited to hand in any ques- 
tions that they may desire to be answered. 

Who should attend the communicants' class? Let any 
one come. Announce that the meetings are open to all, 
to old and young, to members of the church, and to any 
who have interest in the subjects, as well as to those who 
have decided that they desire to unite with the church. 
This general invitation is encouraging to the hesitant and 

1 Ten cents a copy, one dollar a dozen. Obtained from Rev. 
John L. Keedy, Lysander, N. Y. 

259 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

timid, who as yet do not desire to commit themselves. 
As lectures progress such persons are often among the 
first to be persuaded to right decisions, through the awak- 
ening power of truth. Preparatory to public announce- 
ment of the lectures a list of possible pupils should be 
made out, personal invitations extended, and, if possible, 
an enrolment made of such as are willing to join the class. 
These visitations and conversations are likely to reveal 
many personal needs. 

6. Bibliography. As an aid in the preparation of lec- 
tures and conversation courses for communicants' classes, 
we suggest the following booklets : Great Truths Simply 
Told, 1 by George L. Weed; The Earnest Communi- 
cant 1 and Confirmation 1 by the Most Rev. Ashton 
Oxenden, D.D. ; In His Steps, 2 by J. R. Miller, D.D. ; 
Duties of the Church Member to the Church, 3 by Rev. 
Thomas Murphy, D.D. ; Baptism and Confirmation, 41 
by the Rt. Rev. Phillips Brooks, D.D. ; A Summary of 
Christian Doctrine, 2 by President Francis L. Patton, 
D.D., LL.D. ; Plain Catechetical Instruction for Young 
Communicants, 3 by the Rev. John Barr; Notes for 
Lectures on Confirmation, 5 by Rev. Charles John 
Vaughan, D.D. 

George W. Jacobs and Company, publishers, 1216 Walnut 
Street, Philadelphia. 

2 The Westminster Press, publishers, Philadelphia. 

3 The Presbyterian Board of Publication, publishers, Philadel- 
phia. 

4 E. P. Dutton and Company, publishers, 31 West Twenty-third 
Street, New York. 

5 Macmillan and Company, London, England. 



260 



CHAPTER XIX 

HOME DEPARTMENT 

As the Sunday-school gains in value and dignity through 
intelligent appreciation of the work that it has to do, and 
through the standard of work that it aims to accom- 
plish ; as the idea of the " Sunday-school" as a place only 
for children and young people is displaced by the idea 
of the "Bible" school as a place where all may engage in 
systematic study of the Scriptures, the school will aim 
higher and reach farther each year of its existence. The 
Home Department is but a natural outcome of this out- 
reaching. 

i. History of the Home Department. The first Home 
Department was organized in New York State in 1881. 
The need of Bible study among those who could not at- 
tend Sunday-school was not new, but no plan had been 
formulated for this work till W. A. Duncan, Ph.D., 
secretary of the Chautauqua Assembly in 1881, now presi- 
dent of the International Home Department and field sec- 
retary of the Congregational Sunday-school and Pub- 
lishing Society, saw the possibility of "extending the 
boundaries of the Sunday-school to the farthest limits of 
the parish," through the Home Class or Home Depart- 
ment, giving all Sunday-school rights and privileges to 
every one who would study at home, record and report 
such study. Bishop Vincent, on hearing of Dr. Dun- 
can's plan, said: "There has been no thought or plan so 
important and far-reaching in its possibilities since the 
first Sunday-school was organized. It makes the Sun- 

261 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

day-school as broad as the parish. Years ago I thought 
of everything you have done, but I neglected to connect 
my work with the Main School and my plans failed." 

At the meeting of the Seventh International Sunday- 
school Convention, held at St. Louis, Mo., 1 the following 
action was unanimously taken: "Your committee desires 
to recognize the Home Department of the Sunday-school 
as presented by Dr. W. A. Duncan of New York, and to 
commend the same to Sunday-school workers throughout 
the world. We believe the adoption of this plan will 
increase the membership of the Sunday-school and ex- 
tend its benefits to many who cannot regularly attend 
its session. Resolved, That it is the sense of this con- 
vention that the Home Department of the Sunday-school 
is a most practical and efficient method of Sunday-school 
work, and we do most heartily commend its adoption by 
all schools, and urge that all State and provincial asso- 
ciations make definite and systematic efforts to secure 
its general adoption." 

The Home Department has grown steadily, though not 
so rapidly as the Christian Endeavor movement, which 
was begun about the same time, and is growing larger 
and stronger every day. In 1897, at a meeting of the Inter- 
national Sunday-school Executive Committee in Philadel- 
phia, one of the conditions of the "banner township" was 
made that of "making Home Department work one of its 
special features." At the present time the membership 
in the Home Department in the different parts of the 
United States, Canada, England and Australia is esti- 
mated at more than half a million. The wonderful pos- 
sibilities and growth of this work is further suggested by 
the State of Indiana, which in 1894 had no Home De- 
partment, but which had in 1898, four years later, six 
hundred and twenty-five classes with sixteen thousand 
\August 26-September 5, 1893. 
262 



HOME DEPARTMENT 

eight hundred and seventy-four members, and with every 
county Sunday-school association having adopted the 
Home Department as a special part of its work. There 
are townships now in Missouri where every individual 
is connected in some way with Bible-school work; and 
where in fifty-two school districts every family is con- 
nected with the Sunday-school, and in three hundred and 
ninety families every member is connected with the 
school. 1 Such citations could be multiplied. 

2. The object of the Home Department is to engage 
in Bible study those who cannot well be members of the 
regular Sunday-school: the sick, the aged, busy parents, 
children and families who because of distance from the 
church or other reason find it practically impossible to 
attend. There are many shut-ins and shut-outs, young 
men in drug stores, on railroads, and in multitudinous 
occupations that preclude attendance on the session of 
Bible study at the church. 

3. Organization. The Home Department superin- 
tendent is the binding and inspiring force of this work. 
By means of his reports to the main school from the de- 
partment, and to the members of the department from 
the main school, by personal visitation and supervision 
of the work, he keeps the department in its place as an 
integral part of the church-school. The measure of in- 
terest and fidelity of the superintendent (usually a wom- 
an) of the Home Department largely determines the 
measure of its success. The superintendent should have 
full power to appoint visitors and all needed helpers. She 
can also do much in keeping the pastor and church offi- 
cers informed of any needed calls. 

When visitors are appointed, each visitor has a class 

Address by Dr. Duncan, at the New York State Sunday-school 
Convention, Saratoga, N. Y., June 10, 1902, and International 
Sunday-school Convention, Denver, Col., June 26, 1902. 

263 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

under her care, and she is supposed to call on the mem- 
bers as often as practicable, aiding and encouraging them 
in their work, receiving their offerings, reports, etc. Vis- 
itors do not teach the lesson usually. Mrs. Stebbins, 
secretary of the Home Department of the Massachusetts 
and Rhode Island Sunday-school Associations, suggests 
that a class of twelve is of a convenient size for a busy 
woman. By setting aside one afternoon a week, say 
Thursday, for her class visiting, she can easily see each 
member of her class at least once a quarter. Usually it 
is the visitor who carries the lesson helps, record cards 
and papers to the members of her class, though in some 
schools the boys are organized into a messenger service 
for such and other helpful work, wearing a badge while 
on duty. 1 

The classes may be of different kinds, classified in a 
Normal Class leaflet by the International Home Depart- 
ment Association as (i) individual, (2) family, (3) 
neighborhood, (4) correspondence. Members of a class 
may be studying in different grades and never meet to- 
gether for lesson study, but being under the care of one 
permanent visitor, are considered a class. The corre- 
spondence classes are for those who are so distant that 
they cannot be reached regularly by personal visitation. 

For study the usual lesson quarterlies and papers are 
generally used. In some schools the home study slips 2 
are used. In the North Avenue Baptist Sunday-school, 
Cambridge, Mass., the members of the Home Depart- 
ment each receive The Sunday-school Times instead 
of the quarterly, the superintendent believing that it fur- 
nishes more interesting material for the adults who form 

1 For information of "messenger service" plan, address Mrs. 
Flora V. Stebbins, 17 Custom House Street, Providence, R. I. 

2 See Chapter VIII., on Ways of Awakening Interest in Bible 
Study. 

264 



HOME DEPARTMENT 

this department. The following application card is ex- 
planatory of what is expected of the members of the Home 
Department. 



APPLICATION CARD. 

// not being convenient for ?ne to attend the regular 
sessions of the Sunday-school, I desire to become a 
member of The Home Department 

OF THE 

JAMES LEES MEMORIAL PRESBYTERIAN SUNDAY-SCHOOL. 

And I promise to undertake the regular weekly 
study of the Sunday-school Lesson in my home, and to 
try to give each Lesson not less than one-half hour s 
study during the week. Lf I desire to discontinue this 
after a three months' trial, I will notify the visitor or 
the Superintendent of the Home Department. 

Name — 

Address 

Record No Date 

Frankfort Avenue and William Street, Louisville, Ky. 



In the North Avenue Baptist Sunday-school, Cam- 
bridge, Mass., a simpler form is used. 



APPLICATION CARD 

FOR THE 

HOME DEPARTMENT FOR BIBLE READING AND STUDY. 



Name 

Address 



Please Return to the Superintendent. 



A Bible mark explaining the work and given to mem- 
bers is lettered as follows : 

265 



MODERN METHODS IN SUNDAY-SCHOOL WORK 



THE HOME DEPARTMENT FOR BIBLE STUDY WILL HELP YOU 



Home Department for Bible Reading and Study. 

No subject is more prominent just now in the discussion of secular 
education than that of " University Extension." It has been defined as 
"an attempt to carry the university to the people when the people cannot 
come to the university." So the "Home Department" has for its object 
the awakening of interest in Bible study in our homes. 

It is no doubt the experience of most of us that we have found it 
difficult to keep up the systematic reading and study of the Bible. In 
order that each one may be helped to do this, a cordial invitation is given 
to join this department and pursue a course of reading and study pre- 
scribed by specialists in the work. 

The Biblt is the book of all others, to be read at all ages, and in all 
conditions of human life; not to be read once, or twice, or thrice through, 
then laid aside, but to be read every day. — John Quincy Adams. 

The most learned, acute, and diligent student cannot, in the longest 
life, obtain an entire knowledge of this one volume. He will leave the 
world confessing that the more he studied the Scriptures the fuller con- 
victions he had of their inestimable worth. — Sir Walter Scott. 



[Reverse side.] 
BIBLE MARK FOR THE HOME DEPARTMENT. 

The Object: 

The object of the Home Department is to promote the more regular 
use of God's word for home reading and study. 
For Whom : 

It is established for the benefit of those who can attend neither of the 
Bible Classes at the Church or who can be present only occasionally. 
Plan: 

A card of membership will be given to those who desire to join. 

A copy of the weekly "Times" will be furnished each member. 
This paper contains the "Outline Inductive Studies" prepared by the 
American Institute of Sacred Literature, a list of " Daily Home Read- 
ings," " The International Lessons," "Critical Notes," and a variety of 
articles by eminent writers. 

Each one can select from the above that which is most helpful and 
suggestive. 

Each member will devote one half hour or more each week, to the 
reading and study of the references selected. 

Please put in Bible. 



In the Baptist Temple Bible-school, Brooklyn, the 
members of the Home Department have button badges, 
violet and yellow, with the words "Baptist Temple Bible 
School, Home Dept.," printed round the yellow border. 1 

The Home Department usually shares in the receiving 
of diplomas for covering the prescribed courses of Bible 

1 The buttons may be obtained at American Baptist Publication 
Society, 1420 Chestnut Street, Philadelphia. Also address any 
Sunday-school publishing company. 

266 



HOME DEPARTMENT 

study. Sometimes red seals are placed on the record 
envelopes at the close of each quarter, as recognition of 
faithful study. 

e. The record of study is variously made, sometimes on 
a card with an envelope for collections, and sometimes 
with envelope and record card combined, as follows : 



MONTHLY REPORT OF THE HOME DEPARTMENT 

JAMES LEES MEMORIAL PRESBYTERIAN SUNDAY-SCHOOL, 

Frankfort Avenue and William Street, Louisville, Ky. 



For the month ending. 



ipo 



Sunday 


ISt. 


2d. 


3d. 


4th. 


5th. 


Total 


Lesson Studied 














Offering 















Name 

A ddress. 



1. Mark the time spent each week in study of the lesson in the blank 

space. 

2. When an offering is made, put it inside the envelope and mark the 

amount in the blank space. 

3. Fill out and seal the envelope and give it to the visitor at the end of 

the month, at which time you will receive another envelope. 

Visitor' s name 



The record envelope used in the Greene Memorial 
Methodist Episcopal Sunday-school, Roanoke, Va., is 
quarterly, and attendance on the main school is suggested 
by asking the members to mark their study of the lesson 
with this line /, and attendance on the main school X ■ 

4. Objections to the Home Department answered. 
Workers who are not familiar with Home Department 
work sometimes hesitate to organize such department, 
fearing it may draw from the main school. But results 
are the very opposite. Almost every school that has 
organized a Home Department has reported increased 
numbers in the main school, and increased contributions 

267 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

through the department. Churches have found that it 
means increased membership and increased interest in all 
church work; and pastors have found that Home De- 
partment visitors have been of valuable assistance, 
mightily influencing the Christian life of the home, often 
aiding the minister by needed information, and doing a 
work that helpfully affects all parish life. 

5. How to organize a Home Department. It is not 
difficult to organize a Home Department, if one is sin- 
cerely interested in the work. First of all, there should 
be the approval, interest and co-operation of the pastor. 
The next step is to secure one who thoroughly under- 
stands the work to present it to the church and congre- 
gation. At the same time a suitable superintendent 
should be appointed, who will either call on or write per- 
sonal letters to the new members; and who will at once 
thoroughly organize the work, appoint visitors over 
classes if advisable, and see that the needed lesson helps, 
etc., are at once distributed. Class visitors may be ap- 
pointed when, as yet, there are no class members. Vis- 
itors should be encouraged to make a personal canvass of 
appointed districts of the church, with view to securing 
their own class members. The people welcome the work, 
and a person of usual tact will be successful. If the 
effort is to be thorough, personal work is necessary. In 
the First Presbyterian Church, Peoria, 111., twenty com- 
mittees were appointed to visit the members of the church 
to secure their names and enlist their support for the 
movement. 

6. Suggestions. The officers and visitors should meet 
occasionally for conference ; this encourages the work- 
ers and ensures united, systematic effort by which the 
work can be extended and bettered, and the burden shared 
more justly than sometimes happens. The following in- 
vitation is suggestive of the plan of such conferences : 

268 



HOME DEPARTMENT 
SUNDAY-SCHOOL CALVARY BAPTIST CHURCH. 

City of Washington, March 25, 1901. 

My Dear Friend: 

It is with much pleasure that I inform you of our pur- 
pose to hold a Conference of the Visitors of the Home 
Department of our Sunday-school on Sunday next, March 
31, in the Banquet Room of the Sunday-school House 
from 5.30 to 7.15 o'clock. 

The proposed programme is as follows : the Conference 
at 5.30 o'clock, when we hope to have present with us 
Miss Grace E. Griswold, a prominent Home Department 
worker of New York, who will, I am sure, be able to 
help and cheer us in our work here. 

Tea will be served at 6 o'clock, after which our pastor 
and some of the officers of the Sunday-school will speak 
briefly. 

It may cost you a bit of personal sacrifice to attend this 
Conference, but I confidently count on your presence ! It 
is necessary that we should know for just how many to 
prepare tea, so please fill out the accompanying card 
and send it to Miss Kate S. White as soon as possible. 

Cordially yours, 



City of Washington. 

I will be present at the Conference of the Home De- 
partment Visitors to be held in the Sunday-school House, 
Sunday, March 31, 1901, from 5.30 to 7.15 o'clock. 



To Miss Kate S. White, 171 1 P Street. 

A liberal use of cards, invitations, etc., is decidedly help- 
ful. They aid in keeping members of the Home De- 
partment in touch with the main school. Special invita- 
tions, too, should be sent for Sunday-school entertainments 
and other exercises, such as Children's Day, Rally Day 

269 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

and other special services. The Home Department of the 
Baptist Temple Bible-school, Brooklyn, has its own rally 
or reception on the Monday following Easter. In the 
Government Street Methodist Episcopal Church, South 
Mobile, Ala., the following was mailed on a New Year's 
Day: 



GOVERNMENT STREET M. E. CHURCH, SOUTH. 



Mobile, Ala., Jan. i, 1Q02. 
To Members of the Home Department : 

We, the Superintendents and Officers of the Gov- 
ernment Street Methodist Episcopal Church, South, 
send greeting and best wishes for a very prosperous 
and happy New Year. 

We wish to emphasize the fact that there is always 
a place for you in the main school, and a cordial wel- 
come whenever you can come, either regularly or 
occasionally. 

There are now more than 200 enrolled in the 
Home Department, but there should be double that 
number, and we ask your hearty co-operation. If 
you know any that would probably join, will you 
kindly give their names and addresses ? 

We trust that your union with us in the weekly 
study of the lesson has proved both a pleasure and a 
blessing. If so, we will be glad to know it ; and if 
not, why not ? 

To this end, we ask you to answer the enclosed 
questions promptly, sending them to the Superintend- 
ent of Home Department. 

Thanks are yours in advance for your kindness 
and your prayers that each one may receive even 
greater blessings from this year 1 s study and fellow- 
ship with Yours, in Christ, 

MISS ANNA MARY SCLATER, 

Superintendent of Home Department. 

J. B. CUMMING, Pastor. 

A. C. BANNER, Superintendent. 

27O 



HOME DEPARTMENT 
The questions are as follows : 



QUESTIONS. 

t. Do you believe there should be a Home Department ? 



Ans. 



2. Have you received your " Quarterlies " regularly ? 
Ans. ... 



3. Have you studied each lesson ? 

Ans. 

4. If not, have you studied whenever it was possible ? 
Ans. '_ 



5. Have you enjoyed and profited by this study ? 
Ans. 



6. Do you favor collection envelopes for your offerings for expenses and 
missions ? 



7. If you have not heretofore really been interested, will you not now 

renew your promise, and thus become a blessing to the school? 

Ans. 

8. Please give us the name and address of any one whom you think 

might be^ induced to join our Sunday-school, either the regular 
school or in the Home Department. 



REMARKS. 



The members of the Home Department should be im- 
pressed that they are regarded as regular members of the 
church school, entitled to all the privileges of the school 
and of the library just the same as other members of 
the school. Visitors should exercise watchful care of their 
classes — in quiet, unobtrusive ways — keeping them in- 
formed as to the work of the main school, encouraging 
them when practicable to do some special work for the 
Master, and placing as opportunity admits and need re- 
quires, good reading within the homes. 

271 



CHAPTER XX 

TEACHERS AND METHODS OF TEACHING 

I. Teachers, i. Essential requisites of teachers. It 
is not our purpose in this chapter to speak of those things 
''which are most surely believed among us," but we do de- 
sire to recognize the supreme importance of teachers of 
Christian truth being Christian teachers. We are in full 
accord with Mr. Victor Hugo Paltsits of Christ's Con- 
gregational Sunday-school, New York, who says : "Every 
teacher should be a professing Christian. Any one who 
does not love the Master enough to confess Him before 
men is not fit to carry out our Master's injunction 
to feed His lambs. I respect intellectuality in the 
school as valuable, but would not have it at the ex- 
pense of spirituality. The two combined are an ideal." 
The successful schools, be it said, have such ideal. 
Observe, that while we have not lowered our spiritual 
standard, we have raised our intellectual standard. Teach- 
ers must know how to teach. Recent investigations have 
let in a flood of light on methods of teaching, and with 
reasonable study the "average" teacher may employ pre- 
cise pedagogical principles, thereby increasing the amount 
and value of the work done, and giving surpris- 
ing pleasure to all doing it. For such study we refer to 
the first three books mentioned in Chapter XXV, page 
318, to the outline of plans in Chapter XXIII, and also to 
the suggestions for the training of teachers in Chapter 
XXII. ^ 

2. The personal responsibility of teachers. I re- 
joice to believe that the Sunday-school teachers of 

272 



TEACHERS AND METHODS OF TEACHING 

Christendom, with but few exceptions, are conscientious, 
untiring, sacrificing, working in the spirit and devotion 
of their blessed Master, daring to "toil terribly," and sur- 
passed by no other body of Christian workers in their 
noble, uncomplaining, and oftentimes difficult, though 
heavenly, service. But there are some exceptions. A 
superintendent of a large school writes : "The most seri- 
ous drawback, to my mind, is the failure of some of the 
teachers to realize the responsibility of their position." 
Can we not change such conditions ? All is so plain that, 
with a word, I believe we can help teachers to see that 
they are laying the foundations of Christian characters, 
determining the eternal destiny of the lives under their 
training, and that the character of this work of the pres- 
ent time is determining the character of the Church of 
times to come! Indeed, the great purposes of all the 
Sunday-school machinery, of its prayers and toil, of its 
efforts to reach new scholars and to retain the old, is that 
pupils may know the Word of God and the way to God. 
The work of the teacher, therefore, is that which gives 
value to all other work ! On you, dear teacher, this bur- 
den and responsibility rests. Pray, therefore, to magnify 
your office. 

The statement comes from a certain school that "all 
teachers are required to devote their entire time dur- 
ing the Sunday-school session to teaching the les- 
son, and no story-books are allowed." The infer- 
ence is that there are schools where the story-book 
is allowed. Alas! such schools are not infrequent. I 
regret that I have learned again and again of the habitual 
use by some teachers of the "story" in place of the Scrip- 
ture study. What misjudgment! What perversion of 
opportunity! What prostitution of things holy! The 
work of the Sunday-school is the work of a school, of 
earnest study, of earnest teaching, for the building of 

273 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Christian character through the inculcating of Christian 
knowledge. Let us not feed children chaff! Dare a 
teacher ignore the fact that children are gaining their 
idea of God, and of the relative importance of service 
for Him, as much from what is not done as from what 
is done? The teacher stands before the child as in- 
structor and guide ; the child stands before the teacher as 
a learner, and also, if unconsciously, as a judge of the 
reality of a teacher's purpose, or of the insincerity of his 
belief and life. Do we not often underrate the power 
of thought that a child has ? Grown people do not speak 
their deepest thoughts, nor do children. But it is none 
the less true that the glimpses that we occasionally get of 
a child's mind show that he is thinking, and weighing the 
value of what he sees and hears. No one likes to feel 
that children avoid them or dislike them. Does not that 
feeling acknowledge not only that a child judges, but 
also that he judges correctly? That instinctively with 
his impressionable mind and heart he feels the "real" man 
or woman? The teacher in day-school and in Sunday- 
school has more to do with the future of the boy or girl 
than any power outside of the home ! The realization of 
this will make the purpose of life and work supremely 
true and earnest. 

In the Sunday-school the teacher's work and work- 
time should be of first consideration. In this the super- 
intendent and officers have opportunity of showing their 
appreciation of teachers, and of the seriousness of their 
work. The superintendent of St. George's Sunday- 
school, New York, Mr. H. H. Pike, recognizing that 
teaching is the first and foremost consideration of the 
school, says : "On the part of officials, if anything is to 
be done, the question 'Will it help or hinder the teacher 
in teaching?" is asked. In this way we are saved from 
discouraging our teachers by asking them to accomplish 

274 



TEACHERS AND METHODS OF TEACHING 

the impossible, and secure from them a hearty co-opera- 
tion as their confidence increases that we do not gener- 
ally ask what cannot be accomplished within reason by 
volunteer workers and busy people, under the limitations 
of a school that meets only on Sunday for a short ses- 
sion." 

Various means are employed to deepen in teachers the 
sense of their personal responsibility: 



Dear Friend and Fellow- Worker : 

Being desirous that our school shall attain greater 
efficiency in the Master's service during the coming 
year, I present this card with the request that you 
sign and return it next Sabbath. I shall thus fee 
encouraged in knowing that I have the co-operation 
of the teacher. Your fellow-servant, 

Superintendent. 

TEACHER'S PLEDGE. 

For the Year Beginning January I, 1903. 

i. I promise to be in my place every Sunday, unless unavoidably 
detained. 

2. If it is not possible for me to be present, I will provide a substitute, 
or notify the Superintendent before Sunday. 

3. If any of my scholars are absent two successive Sundays, I will 
visit them and ascertain the cause ; or, if unable to do this, will notify the 
Superintendent of such absence. 

Teacher. 

Issued by the New Haven, Conn., B. B. S. Association. 



In the Ashland Avenue Baptist Sunday-school, Toledo, 
Ohio, teachers are appointed by an advisory committee 
and then formally notified by letter : 

ASHLAND AVENUE BAPTIST SUNDAY-SCHOOL. 

Toledo, O., January 13, 1903. 

M 

Dear Fellow Worker: 
At the meeting of the Advisory Committee on the 3d 

275 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

inst, your appointment as teacher of Class No. (new 

number) was confirmed. 

Another year's work is before us ; how little we know 
what the result will be. If I am allowed to judge your 
feelings by my own, you have spent many discouraged 
hours during 1902. Month after month has passed with 
no apparent results from your labors. But at the close 
of the year the Lord visited us with great power, and 
many for whom we have worked and prayed so earnestly 
have come out and taken a bold stand for Christ. Our 
hearts have rejoiced, and we should take courage and 
press forward with a determination never to be dis- 
couraged again, but to do our work week after week, 
simply sowing the seed and watering it with our prayers, 
and let us rest assured that God will bring the increase. 
The Lord surely used Dr. Hatcher to do a great work 
among us, and I am sure that we are all grateful to him 
for his aid in the Harvest. I have considered it my duty 
as superintendent to watch closely the records of all 
teachers and classes, and I have spent considerable time 
in a careful study of the conversions from the Sunday- 
school during the special meetings, and I am pleased to 
state that by far the largest percentage of conversions 
have come from those classes where the teacher's record 
for regular attendance is above the average. Regularity 
is positively essential to successful Sunday-school work. 
In this connection I call your attention to the record 
below, showing number of Sundays you were absent dur- 
ing the past year. Let us all start out on this new year's 
work determined to be in our place each Sunday, unless 
absolutely impossible, and let us exert every effort in our 
power, not only on Sunday, but every day, to build up the 
School and bring those under our influence to Christ. 

During the past year we have tried hard to improve the 
School, but have made no effort to enlarge it. It seems 
now that we must make an effort to increase the enrol- 
ment, and to this end I ask your hearty co-operation in 
the plan which will be fully explained to the School on 
next Sunday. I also urge every teacher and officer to be 
present at the prayer meeting to-morrow (Friday) even- 
ing, which will be devoted entirely to the Sunday-school 
work. 

276 



TEACHERS AND METHODS OF TEACHING 

And now, with an earnest prayer that God may guide us 
in all things and bless every effort put forth in His name 
during the coming year, 

I am yours in the work, 

Superintendent. 

You were absent Sundays in 1902. At the be- 
ginning of 1902 your class enrolment was . It 

is now . 

The First Presbyterian School, Grand Rapids, Mich., 
magnifies the work of teachers through a beautiful in- 
stallation service with the following covenant : 

Aware of our responsibility as Sunday-school teachers, 
anxious to meet our duties faithfully and to help one 
another by our common agreement, and relying on the 
help of Almighty God to meet our obligations, we do 
solemnly covenant with one another and with our Saviour 
Jesus Christ: — 

To be present at every session of the school when 
circumstances permit, and when absent to try to procure a 
substitute or to notify the superintendent. 

To prepare to teach in our classes by previous study 
and prayer and by attendance when possible at all 
teachers' meetings. 

To seek the spiritual welfare of our classes, especially 
the conversion of any not yet Christians, by faithfulness 
in teaching, by frequent visiting, by prayer and in other 
fitting ways. 

To submit to the rules of the school, to co-operate 
with the officers and teachers of the school in promoting 
its good, and to seek to make the school helpful in the 
work of the church. 

,The superintendent shall here add : 

"Do you thus covenant and promise ?" and the teachers 
say, "We do." 

3. The placing of teachers. The realization of the 

2J1 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

vital importance of wise, skilful teaching must also be 
shown in the placing of teachers. When new teachers 
have been secured, care is to be exercised in suiting a 
class to a teacher and a teacher to a class. Any teacher 
for any class will not do. They must be adapted to each 
other. The superintendent of the Nostrand Avenue Meth- 
odist Episcopal Sunday-school, Brooklyn, N. Y., says : 
"I study my teachers and the personnel of the classes and 
try to bring kindred spirits together. The boy who likes 
to play and talk athletics I place in the class taught by an 
athletic, earnest, Christian young man for reasons that 
are obvious. Thus I attempt to keep a balance in the 
classes." 

In the Ruggles Street Baptist Sunday-school, Boston, 
Mass., when a class is left without a teacher a "substi- 
tute" is asked to take it for a Sunday or two, or until it 
is seen whether teacher and class are adapted to each 
other. 

It is sometimes necessary to change teachers even at 
the risk of hurting a teacher's feelings. The school is 
for the proper instruction of the pupils, and the conser- 
vation of that interest is of first consideration. 

From the Silliman Memorial Presbyterian Sunday- 
school, Cohoes, N. Y., comes the suggestion of men for 
teachers of young men. My experience and study im- 
pels the belief that this is an important suggestion. Mr. 
Henry Aird, the superintendent of this school, says : "As 
far as possible men are placed in charge of the classes of 
young men and boys, not because men are better teachers 
than women, but because their presence in the school 
aids greatly in the difficult task of holding the young 
men, and also in preserving order in the classes." 

4. Helpful aids for teachers in their work. "A 
Private Class Card" gives a summary of what boys and 
girls expect of their teachers : 

278 



TEACHERS AND METHODS OF TEACHING 



FOR SUNDAY-SCHOOL TEACHERS. 



What have my scholars a right to expect of me as their teacher ? 

ist. Certainly they have a right to_ expect my presence every Sunday, 
for my responsibility is to God in this matter, and I dare not absent 
myself at pleasure. 

2d. Certainly they have a right to expect that my management of 
the class will be such as shall tend to their fullest profit and enjoyment of 
the school. 

3d. Certainly they have a right to expect that I will thoroughly 
prepare myself and my lessons by every available means. Why am I a 
teacher if I do not teach ? 

4th. Certainly they have a right to expect that I will heartily 
engage in all the general exercises of the School, the same as they are 
expected to do. Why not ? I am their pattern — their leader. 

5th. Certainly they have a right to expect that my interest in them 
is sufficient to lead me to look them up if they are absent, and to pay 
them special attention if they are sick. I ought also to pray for their 
conversion and expect it. 

6th. Certainly they have a right to expect that I will exemplify in 
my daily walk the life I seek to hold up before them on Sunday. I can- 
not hope for success unless I seem what I ought, and be what I seem. 

Responsibility? Yes, and privilege. 1 



In another school a ribbon bookmark is given to teach- 
ers, lettered as follows : 



NORTH AVENUE BAPTIST SUNDAY-SCHOOL, Cambridge, Mass. 



" Everything worth having requires an effort to secure it." 



Will not you and each member of your class assist in securing 

1. Perfect Quiet at stroke of bell. 

2. A universal and enthusiastic taking part in the Bible reading, 
singing, etc. Let no one be silent then. 

3. Silence, when others are speaking and while you are teaching. 

4. A spirit of worship during the exercises of the school. 

5. A spirit of willingness to do what will help make our school 
the best possible. Let each one feel " this is my school." 

6. A loyal school, a generous school, a Bible school, a studious 
school, and a Christian school. 



Will you not speak to the members of your class individually that 
those who are Christians may be strengthened, and that those who are not 
may be led to Christ ? 

" Let us not be weary in well doing.'''' 



Please speak to class when they forget the above. 



Keep this in Bible for Frequent Reference. 



*This Private Class Card is published by the Toledo Sunday- 
school Supply Co., Toledo, O., and furnished at 50 cents per 
100, post-paid. 

279 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

In the Olivet Memorial Sunday-school, New York, a 
card as follows is given to each teacher : 

TO THE TEACHER. 

Each pupil has been provided with a copy of the sug- 
gestions on the reverse side of this card. The carrying 
of them out will depend largely on you. Please keep 
a copy in your class envelope, so that when necessary 
you can call the pupils' attention to it. Allow me to call 
your attention to the following : 

1st. Exercises begin at 2.30 precisely. All entering 
the school after that time must be marked late. You will 
gain in power over the class by being in your seat a 
quarter of an hour before the time of opening. 

2d. The class generally follows the teacher's lead. 
Lead your class in singing, responsive reading, answer- 
ing at review, etc. 

3d. Uniformity in class records is necessary in order 
that no injustice may be done to the pupil. Keep your 
class roll in accordance with the printed directions on its 
first page. 

4th. Use the absentee card whenever you do not know 
why a pupil has remained away from school. 

5th. In all cases where you mark a scholar from the 
roll, kindly fill up the dismissal blank and send it to the 
secretary. 

6th. Do not allow a pupil to mark the roll nor to handle 
the offering. 

7th. It is difficult to obtain substitutes during the school 
session. Please notify the lady superintendent of in- 
tended absence, so that your class may be provided for in 
advance. 

8th. The money for the running expenses of the school 
comes from the teachers and officers. Make up your 
mind what you ought to give, and put it regularly into 
the envelope marked "confidential." 

9th. All money contributed by the pupils is to be put 

280 



TEACHERS AND METHODS OF TEACHING 

into the missionary offering envelope. Be sure to mark 
the amount of this offering on the envelope each Sunday. 

ioth. Do not hesitate to give a black mark to a pupil 
who persists in disorder after having been warned. 

nth. Your absence from the Teachers' Meeting hurts 
the meeting and the school. If you cannot attend the 
weekly meeting, come at least to the business meeting, 
held on the first Thursday evening of every month. 

12th. You can have great influence over your pupils in 
reference to the Written Examinations and Honor 
Grades. Post yourself on these matters, talk them over 
with the class, and come to the examinations. 

13th. The great end of all our work is the salvation of 
the scholars. Be earnest in prayer for the guidance of 
the Holy Spirit. Look to God for strength. Exalt Christ 
as the only Saviour. When discouraged, "take it to the 
Lord in prayer." Remember that you are working for 
eternity. 

14th. If there is anything in connection with the school 
that you do not understand, ask one of the officers, and 
an explanation will be cheerfully given. 

15th. If there is anything that will help the work, bring 
it to the attention of the teachers at the business meet- 
ing, held on the first Thursday evening of each month. 

Your fellow-worker, 

Wm. Denman. 

5. The extent of a teacher's work is not limited by 
class teaching. A suggestion of what a working teacher 
does in a wide-awake school is given by the report blanks 
used, a copy of which is on the following page. 

In the Calvary Baptist Church, Washington, D. C, a 
quarterly report with a somewhat similar idea is used. 
The report states the number of calls made during the 
quarter, number of communications sent during the quar- 
ter, number of church members in the class, number of 
conversions during the quarter. Space is left in which 

281 



MODERN METHODS IN SUNDAY-SCHOOL WORK 



FIRST METHODIST SUNDAY-SCHOOL, 
Boise, Idaho. 



TEACHER'S REPORT. 

For Month of ipo. 

Class No Teacher 

Class composed of. between ages of and— 

Enrolment of Class beginning of month 

New Scholars Scholars left School. 

Reason 



Largest attendance during month 

Smallest attendance during month 

Teacher absent Sundays 

Number of Teachers' Meetings attended. 

Number of calls made on members of class .... 

Number of conversions in class 

How many personal conversations have you had with 
me7nbers of your class during the past month on the 
subject of their soul's salvation 

Teacher. 

Can you suggest any point in the School where you 

think an improvement could be made ? 
Remarks 



Please fill out the obove to-day. 

HORACE E. NEAL, Supt. 



the teacher may state confidentially any matter of inter- 
est concerning the class, especially with references to 
spiritual conditions. The teacher's quarterly report in 
the United Church Sunday-school, New Haven, Conn., 
calls for the names and addresses of the scholars in the 
class, number of calls made on each, whether parents at- 
tend church, and their need, if any. 

II. Methods of teaching. When one is to take a 
distant journey, the question asked is, "What is the best 
way of reaching there?" Similarly in teaching, we ask, 

282 



TEACHERS AND METHODS OF TEACHING 

" What is the best way of reaching our end ?" This "best 
way" is what we understand by "method" of teaching. 
To be exact, we must say that there are methods of teach- 
ing. It follows, therefore, that choice of method must 
be determined by the nature of the lesson to be taught and 
adaptation to the need of the class ; that is to say, the 
method must be suited to the study, to the ages and to 
the mental and spiritual conditions of the pupils. The 
method suited to one class may not be suited to another. 
i. What are the several methods of teaching? Omitting 
the Primary Department, methods of teaching may be 
classified as (i) the Socratic, or question method; (2) 
the recitation method; (3) the object method; (4) the 
lecture method; and (5) the seminar method. 

(1) The Socratic, or question method. This, doubt- 
less, is the plan most largely used in classes. By ques- 
tions pupils are led to think for themselves, and to see 
truth and lessons in a new light. The system has the 
advantage of awakening and holding attention, and of 
so impressing lessons that they "will not let go." The 
disadvantage of the system is the danger of superficial 
or dull, and therefore unprofitable, questioning. There 
is also danger that pupils will neglect previous study of 
the lessons. Therefore, along with this system certain 
home work should be assigned, on which class recitation 
should be required. 

(2) The recitation method. This is the system where 
the pupils prepare the lesson before the Sunday-school 
hour, and come prepared to answer questions either orally 
or on paper, the idea being that pupils shall recite that 
which they have learned. The advantages of this method 
in the hands of a skilful, persistent teacher are that pu- 
pils must gain each Sunday some additional knowledge 
of the Bible, and form the habit of home study. The 
danger lies in the mechanical use of the system in the 

283 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

hands of incompetent teachers who know no more of the 
lesson than is required to ask and answer dull ques- 
tions. The teacher must be bright, earnest, and thor- 
oughly prepared to make the lesson time by this method 
interesting and profitable. 

(3) The object method. The use of objects for mak- 
ing clear and driving home the lesson is an effective way 
of teaching. We are familiar with this method with 
younger pupils. Some teachers use it occasionally (not 
constantly) with older pupils. Is it not the way Jesus 
taught? Recall how He pointed to "the vine," "the 
sower," "the fig tree," etc. Did He not teach by throw- 
ing before eye and mind some object or simple picture 
of wondrous beauty? A very helpful little book, full of 
suggestions for object teaching and replete with illus- 
trations, is The Teacher's Cabinet, 1 by Marguerite 
Cook. 

(4) The lecture method. This method is peculiarly 
adapted to larger and older classes, and has the advan- 
tage of assuring absolute freedom for those in the class 
who can give little or no time to previous study, for no 
questions are asked by the teacher. Time also is con- 
served by this plan, making the lecture period a time of 
solid study and spiritual helpfulness. 

(5) The seminar method for investigation and dis- 
covery is suited to advanced study. It is not to be un- 
derstood that these methods are mutually exclusive. 
Here, as elsewhere, the law of adaptation controls. The 
ability of pupils and the subject of study determine the 
method or methods of teaching. For new light on teach- 
ing one cannot do better than follow the suggestions in 
the opening paragraph of this chapter. 

2. Epitome of suggestions in methods of teaching. 

1 David C. Cook Publishing Company, 36 Washington Street, 
Chicago, 111. 

284 



TEACHERS AND METHODS OF TEACHING 

( 1 ) Know your lesson. 

(2) Know your pupils. To illustrate, take the pe- 
riod of adolescence. There is a time when a boy does 
not know himself, much less ishe known by others. This 
is a time when we must exercise all-prayerful patience and 
quiet persistence. It is what is called the law of the 
learner, knowing thoroughly and familiarly the pupils 
taught, that has given rise to new principles of pedagogy. 
It has always been believed that we must know the les- 
son to be taught ; now it is as clear that we must know 
the pupils whom we desire to teach. Hence our need of 
Bible-school pedagogy. 1 

(3) Know the point of contact. In other words, teach 
by going from the known to the unknown. Read 
Du Bois' Point of Contact, pages 55-59, where you will 
find a fascinating story whose lesson all of itself sets forth 
the philosophy of the point of contact in teaching. 

(4) Try to find out what the pupils know, rather than 
what they do not know. 

(5) Encourage pupils to think for themselves and to 
tell what they think. 

(6) Never question pupils in rotation ; keep them alert 
through not knowing "who is next." 

(7) After studying your lesson, use your imagination. 
See the scene, the story, as it was, then picture it to oth- 
ers in the light of what is. Bring the Scriptures in 
thought and application into the life of to-day. Tell 
what God did for Israel and for Paul; tell also what 
God is doing in India, and Africa, and for us. 

(8) Keep in mind the two- fold work of the Sunday- 
school : the impartation of Christian knowledge, and the 
creation and promotion of Christian character. 

III. Helpful literature. Teachers will find inspira- 
tion and practical suggestion in Teaching and Teach- 

1 See Chapter XXIII. , on Normal Classes. 
285 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

ers, 1 by H. Clay Trumbull. Teachers should also con- 
sult the teachers' library of their Sunday-school. Your 
work will become easier for such study, and of greater 
power. Helper Leaflet No. io, 2 by Marion Lawrance, 
has some terse sayings, and may helpfully be placed in 
the hands of teachers. 

1 Charles Scribner's Sons, publishers, New York City. 
2 The Marion Lawrance Company, publishers, Toledo, O. These 
leaflets may be had at ten cents a dozen or fifty cents per hundred. 



286 



CHAPTER XXI 

teachers' meetings 

The teachers' meeting is the thermometer of the Sunday-school. As 
the spirit rises in the teachers' meeting just so will it rise in the school. 
The value of the teachers' meeting cannot be overestimated. ... If the 
superintendent of any school which does not have a teachers' meeting 
will go about among his classes during the teaching half-hour, he will be 
surprised to find what different truths are being taught from the same les- 
son. There is little or no uniformity about it. And when he comes to 
review the lesson from the desk, he will likely speak of things that were 
not taught at all, and that are as new to the teachers as to the scholars. 

Marion Lawrance. 

i. Weekly teachers' meetings. When meetings are 
held weekly, the lesson and the method of teaching are 
carefully studied. In the Central Christian Church, Lex- 
ington, Ky., teachers are chosen with reference to their 
willingness and ability to attend the teachers' meeting. 
The time occupied is an hour and a quarter preceding the 
Wednesday night prayer meeting. A light luncheon is 
served first for those who could not otherwise attend. This 
is prepared by the lady teachers, in pairs, and is 
paid for by the Sunday-school. A special training class 
for teachers is conducted at 3 p.m. on the same day for 
all who wish to prepare themselves to teach, and for any 
who cannot attend the later meeting. Some workers ob- 
ject to having the teachers' meeting secondary to another 
meeting, but such matter must be decided by each school. 
Who should lead the meeting? Vary the leadership, 
if possible, with pastor, superintendent and teachers. In 
the Cortland Presbyterian Church, Cortland, N. Y., the 
teachers' meeting is held every Monday evening. A leader, 
chosen from the teachers, has charge for a month, thus 

287 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

giving experience along that line to several of them dur- 
ing the year. In the Trinity Reformed Sunday-school, 
Canton, Ohio, the lesson is taught to the teachers by some 
one of their number Sunday morning from 8.30 till 9 
o'clock. 

In the Ruggles Street Baptist Sunday-school, Boston, 
Mass., the method that has been most profitable has been 
that of having a teachers' tea from 7 to 7.30 o'clock Thurs- 
day evenings, prepared at a cost of about fifteen cents 
per plate. From 7.30 to 8 o'clock matters of general in- 
terest to the school are discussed, followed by a season of 
prayer. Then for from fifteen to twenty minutes teach- 
ers from different departments prepare some phase of the 
lesson, geographical, or its setting, or description of places 
or persons. This is followed till 9 o'clock by an expo- 
sition of the text, with practical teachings and illustra- 
tions. This plan has contributed to the development of 
many teachers. The cost of the supper, which to many 
might seem an objectionable feature with some schools, 
"might be borne," the superintendent, Mr. W. K. Andem, 
suggests, "in turn by the teachers of the various depart- 
ments, or perhaps some adult class in the school would 
like to prepare it occasionally." 

In the First Presbyterian School, Decatur, 111., the 
teachers' meeting is held regularly on Friday evenings, 
taking no vacation for heat or cold. For the past four 
years they have held a normal class on the same evening 
in connection with the teachers' meeting, the first half- 
hour being devoted to the study of Dr. Hamill's Normal 
Course; then forty or forty-five minutes for the study 
and teaching of the lesson for the next Sunday. The 
superintendent takes thirty minutes in presenting the les- 
son from the standpoint of a teacher of adult classes, the 
last ten or fifteen minutes being given to the teaching of 
the lesson by some primary teacher. At these meetings 

288 



TEACHERS' MEETINGS 

questions of importance to the school are frequently dis- 
cussed and decided, any teacher having the right to sug- 
gest any question of importance to the school or class. 
The meetings are regarded as of great value by both the 
church and school. The pastor attends these meetings, 
and the teachers have the help of his presence and coun- 
sel. The sessions are conducted largely as the leader 
would teach a class, centralizing on the main point of the 
lesson, getting side lights, illustrations, etc. 

The superintendent of the Ashland Avenue Baptist 
School, Toledo, Ohio, Mr. John D. R. Lamson, has used 
a set of suggestive questions for a meeting, and to good 
effect. It happens sometimes that our best teachers can 
say little, or will say little, in a formal gathering of adults ; 
these questions, therefore, served to get at the thoughts 
of teachers, their difficulties and problems, and also their 
helpful suggestions. The following are a part of the 
questions, given as suggestive of a plan that might be fol- 
lowed profitably by others : 

i. What special method have you adopted to induce 
your scholars to study? 

2. Suggest a new programme for opening exercises. 

3. Should a teacher feel any further responsibility 
than simply trying to teach the lesson to his class on 
Sunday? 

4. Do you think one hour is enough time for the 
Sunday service? 

5. Should the superintendent attempt to make an 
application of each lesson during the closing exercises 
of the school? 

6. How often do you call on your scholars at their 
homes ? 

7. At what time in the week do you commence the 
study of the lesson? 

289 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

8. Is thirty minutes ample time for the proper teach- 
ing of the lesson? 

9. Should lesson helps be brought into the school by 
the teachers? 

10. Suggest one point in the management of the 
school where an improvement can be made. 

11. Should the superintendent ask the irregular 
teacher to resign t 

12. Don't you think it would be a great help in the 
work if all teachers would be in position before the be- 
ginning of the school, to welcome each member of the 
class on his arrival ? 

13. There are five hundred thousand youths in the 
State of Ohio out of the Sunday-school. Do any of 
them live near you? 

14. Do you realize that you are teaching your class 
seven days a week through your daily life? 

15. Which has the most weight with the scholar, the 
thirty-minute teaching on Sunday or the seven days' 
teaching mentioned in the last question? 

2. Special weekly meeting for prayer. A weekly 
meeting, not for the study of the lesson, but for prayer, 
has been a source of great help in the Glens Falls 
Baptist Sunday-school, Glens Falls, N. Y. The teachers 
meet for five minutes immediately after the close of school 
each Sunday in one of the class-rooms. In the Rayne 
Memorial Methodist Episcopal Sunday-school, New Or- 
leans, La., a short prayer service precedes the opening of 
the school. 

3. Quarterly or monthly meetings. The quarterly 
or monthly meetings, usually, are for the consideration 
of school business and methods, though sometimes given 
to a lecture on some subject or a review talk on the les- 
sons. 

The following cards illustrate the fidelity of many 

290 



TEACHERS' MEETINGS 

schools in this important work, and suggest the methods 
used: 



MEMBERS' CARD OF ADMISSION 

TO THE 

SUNDAY-SCHOOL HOUSE OF CALVARY BAPTIST CHURCH 
City of Washington. 

Monday Evening, March 26, 1900, 
eight o'clock. 

Occasion. 

An Illustrated Talk by the Superintendent on the Life of Christ as 
studied during the first quarter, 1900. 



(private.) 

Mr 

You are expected to give the teachers and officers 
your views upon 



Please do not exceed three minutes in your remarks. 

Sincerely yours, 
West Presbyterian Church, ... _ „,„-,._. ~ .. 

St. Louis, Mo. W - b - WYLIE, Supt. 



For the quarterly business meeting of the Calvary Bap- 
tist Sunday-school, Washington, D. C, teachers are asked 
to bring any new ideas they have, or questions they 
wish to ask, and hand them in on a slip of paper for an- 
nouncement or discussion. 

The West End Presbyterian School, New York, has a 
monthly social for teachers, with a special address or en- 
tertainment. The school departments alternate in fur- 
nishing the entertainment for the others. 

4. Annual Banquet and Conference. The annual ban- 
quet is "a regular thing" in many schools, proving a help- 
ful means of keeping up cordial relations among teachers 

291 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

and officers, inspiring esprit de corps and giving fresh 
enthusiasm. 



The honor of your presence is requested at a Ban- 
quet attending the Aniiual Meeting and Election of 
the Sunday Bible-School of the Central Presbyterian 
Church, of Auburn, N. Y., in their rooms, on 

Tuesday, January thirtieth, nineteen hundred, 
at half -past six o'clock. 

Kindly detach the accompanying card for your very prompt reply, 
and thus make possible a proper reservation of covers. 

John E. Myer, Mrs. Charles C. Dwight, 

Willis J. Beecher, D.D., Miss Mary Dunning, 
H. LeGare Romig, Miss Mary A. Willson, 

William S. Downer, Miss Ellen M. Palmer, 

Committee. 



PRIVATE MAILING CARD. 



PUT 
ONE CENT 



Authorized by an Act of Congress of May 18, 1898. stamp 

HERE 



WILLIAM S. ELDER, 

124 Genessee Street, 

Auburn, N. Y. 

THIS SIDE IS FOR THE ADDRESS. 



The following invitation brings to us two suggestions : 
the gathering of department teachers, and the combina- 
tion of conference and banquet : 

SUNDAY-SCHOOL CALVARY BAPTIST CHURCH. 

City of Washington, February 16, 1901. 

Dear Friend: 

I take pleasure in informing you that a conference of 
the Officers and Teachers of the Adult Department of our 

292 



TEACHERS' MEETINGS 

Sunday-school will be held on Sunday, February 24, in 
the banquet room of the Sunday-school House from 4 
to 7.15 o'clock. 

You will doubtless readily agree that a conference, 
where all attending will be free to discuss various mat- 
ters of importance in our Sunday-school work, will 
prove of decided benefit. The Intermediate Department 
workers had a conference on a recent Sunday afternoon 
which was attended by all of its teachers with two excep- 
tions. It was a splendid success. 

The programme proposed for our gathering of the 
24th is as follows : Conference, 4 to 6 o'clock, which will 
be all too little time for the purpose — after the conference 
supper will be served along with one or two short speeches 
for mind and heart consumption — then adjournment at 
7.15 o'clock. 

I confidently count on you to be present, even at the 
possible cost of some little personal sacrifice. It is neces- 
sary that we should know for how many to provide 
supper, and I will therefore thank you to fill out the en- 
closed card and return it to me at your early convenience. 
Fraternally yours, 



In addition to such gatherings in church parlors, there 
are superintendents who periodically invite their teachers 
to their homes for the purposes of conference and a social 
good time. As acquaintance extends among workers 
and with work, we may expect sympathies to deepen and 
results to increase. Thus will our work go on, growing 
in strength, bringing souls into the Kingdom, and mak- 
ing all to the glory of the Eternal Father. 

A helpful book on this subject is that of H. Clay Trum- 
bull's Teachers' Meetings: Their Necessity and Meth- 
ods. 1 

1 Charles Scribner's Sons, publishers, New York. 



293 



CHAPTER XXII 

WAYS OF SECURING NEW AND SUBSTITUTE TEACHERS 

I. Securing new teachers. The question once was, 
"Will you teach ?" The question now is, "Can you teach ?" 
Teachers should be chosen, and chosen with care, not in 
any haphazard fashion. Mr. James C. Doty, Jr., super- 
intendent of the Flatbush Congregational Sunday-school, 
Brooklyn, N. Y., says he would rather have a class with- 
out a teacher several Sundays than to take the first one 
that came along just for the sake of putting one in charge 
of the class. "The spirit of all Sunday-school work is 
centred in the teacher. If you have good teachers you 
will have good classes." And the reverse is equally true : 
poor teachers make poor classes. 

i. Ways of securing new teachers. How can we 
secure new teachers suited to the work ? We believe that 
a satisfactory answer can be given. It is not always pos- 
sible, however, to secure a good Sunday-school teacher 
for the zvishing. Outside of those actively engaged in the 
Sunday-school, few people understand its needs, problems 
and work. Yet it is from these very people, for the most 
part, that we must recruit our teaching force. It is also 
clear that before we can have an inspired people we must 
have an informed people. How, then, can we secure 
new teachers ? 

(i) Make a list (in excess of present need) of names 
of such persons in the congregation as would seem best 
suited to the work. 

(2) Personally speak with them of the possibilities and 
importance of Sunday-school work, without disclosing 

294 



SECURING NEW AND SUBSTITUTE TEACHERS 

at once your purpose, and follow this with placing leaf- 
lets and chapters or paragraphs of books in their hands 
for reading. Do not request too much at one time. 

(3) Further inform and inspire these "chosen persons" 
through lectures and Sunday-school Extension Work, as 
outlined in Chapter XXV. 

(4) Meantime invite them, one or two a Sabbath, to 
come in and see the school, if for no other reason than as 
a personal favor. 

(5) Similarly secure their attendance upon a teachers' 
meeting. 

(6) Ask their advice; counsel with them about "our 
school." 

All this can be accomplished in a few weeks. True, 
these persons will not then be experienced teachers, but 
their interests and sympathies will have been awakened, 
and they will have had preparation for intelligent begin- 
ning. Other things will follow by reason of the usual 
work of the school and through the teachers' meeting, 
and, possibly, the normal class. Some such plan is essen- 
tial, and, we believe, adequate. We do not expect fruit 
for the wishing without the planting of seed and the 
growing of the tree ; and we cannot expect prepared teach- 
ers unless we prepare them, nor inspired teachers unless 
we inform them. 

2. New teachers on acepting classes should be im- 
pressed with the responsibilities which they are assuming. 1 
In the Rollstone Congregational Church, Fitchburg, 
Mass., new teachers sign application blanks, as follows : 

I hereby make application for the position 

of teacher in the Rollstone Sunday-school. I will en- 
deavor sincerely and earnestly to promote the study of 
the Bible, and the interest of my class, and work for the 
welfare of the Sunday-school. 

Signed 

1 See Chapter XX., on Teachers and Methods of Teaching. 

295 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

We shall be helped by keeping in mind the new princi- 
ple which now controls somewhat the growing need of 
teachers, namely, "that large classes with competent teach- 
ers are preferable to smaller classes with less competent 
teachers." This principle is gaining ground every 
day. 

II. Securing substitute teachers. I. In looking for 
substitute teachers, the warning comes from Dr. James 
Polk Willard, of Trinity Methodist Episcopal Sunday- 
school, Denver, Col. : "Have intelligent teachers. When 
soliciting a supply teacher, if one says, T have not studied 
the lesson,' pass on to some one else. The children of 
these days are too smart for any teacher who has not 
given the lesson careful and attentive thought." 

2. Ways of securing reliable substitutes, (i) In the 
Walnut Street Presbyterian Sunday-school, Philadelphia, 
Pa., a committee on class work, which looks after the wel- 
fare of the classes in securing new teachers and substitute 
teachers, uses the card on the following page. 

(2) For supply teachers, the First Presbyterian Sun- 
day-school, Decatur, 111., uses the Sunday-school commit- 
tee of the Christian Endeavor Society in organizing a 
class of thirty-six of the older pupils or members of the 
congregation who would be willing to teach once a quar- 
ter. This class is divided into twelve classes, giving three 
for each Sunday for supply teachers, and these are to be 
prepared to teach just that one Sunday in the quarter any 
classes that they may be called upon to take for the day. 

(3) A somewhat similar plan is the Substitute Teach- 
ers' Corps in the First Presbyterian Sunday-school, 
Wilkesbarre, Pa., numbering from fifteen to twenty, di- 
vided into four divisions, one division being notified each 
Monday by card and the mailing of lesson helps to be on 
hand prepared to teach any vacant class the following 
Sunday. Veteran teachers who cannot longer teach reg- 

296 



SECURING NEW AND SUBSTITUTE TEACHERS 



WALNUT STREET PRESBYTERIAN SUNDAY-SCHOOL. 


/ would like to have my name enrolled as a sub- 
stitute teacher of the Walnut Street Presbyterian 
Sunday-school, and expect to be present prepared for 
teaching, unless providentially detained, on the 
Sundays indicated herewith. 

Name^ 


Date 


Address 


[Reverse side.] 




ISt 

Sunday. 


ad 
Sunday. 


3d 
Sunday. 


4 th 

Sunday. 


5th 
Sunday. 


January. 












February. 












March. 












April. 












May. 












June. 












July. 












August. 












September. 












October. 












November. 










December. 








1 



ularly, and younger people in training for permanent 
teachers, comprise this corps. 

(4) Another plan is the selection of a list of names, 
placing opposite each name the department in which one 
is willing to serve as substitute when required. This list 
is given to each teacher or placed where it is accessible 
to each, that no one may have excuse for failing to pro- 
vide a substitute if obliged to be absent. 

(5) A yet similar plan that has worked well is that by 
which each teacher arranges at the beginning of the year 
with a substitute who consents to care for the class in the 
absence of the regular teacher. The names of such sub- 
stitutes are placed in the hands of the superintendent. 

297 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

(6) In the North Avenue Baptist Sunday-school, Cam- 
bridge, Mass., in the Young Ladies' Class, different mem- 
bers have pledged themselves as willing to teach on 
a certain Sunday in each month, as the first or third, and 
come prepared accordingly. The First Presbyterian Sun- 
day-school of Salt Lake City, Utah, arranges to have from 
three to five competent teachers who are prepared, and 
expect to take the places of any who are absent. Again, 
the need is met through the Bible class, or a volunteer 
teachers' class, in which the lesson is taught one week in 
advance, that the members may be prepared to substitute 
if necessary. 



298 



CHAPTER XXIII 

NORMAL CLASSES 

I. "How is the teacher to be instructed and prepared for 
his work?" is a question that has been raised recently by 
the denominational Sunday-school Boards. The very 
question is recognition of the necessity of trained teachers 
in the Sunday-schools of to-day. And the normal de- 
partment or normal class is a partial answer, at least, of 
that question. 

The normal class is suited even to the smallest school, 
and individual work upon the course may be begun, or a 
class may be organized, at any time. 

The purpose of the normal department is to enable 
teachers, through broader courses of Bible study, and 
study of the improved methods of teaching and of Sun- 
day-school work in the light of the new educational ideals, 
to render better service; to aid those persons who 
are willing to prepare themselves to be teachers ; and also 
to meet the needs of any persons who desire to take a 
broader course of Bible study than that outlined by the 
International, or usual, lessons of the school. 

The best time for the meeting of the normal class must 
be determined by the local school. If held on a week- 
day evening, members are left free for teaching and for 
other Christian work on the Sabbath. If held at the usual 
Sunday-school hour, its importance as a training class for 
teachers should be recognized, and the members should be 
exempt as largely as possible from calls to substitute for 
absent teachers. 

In the Simpson Methodist Episcopal Sunday-school, 
299 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Brooklyn, the normal class of about twenty-five members 
is considered the most important class of the senior de- 
partment. Other schools that have tried the normal plan 
for any reasonable time also speak of its high value. Rev. 
A. H. McKinney, Ph.D., chairman of the normal com- 
mittee of the New York State Sunday-school Association, 
reports that normal work has been in operation for about 
ten years in the Empire State, and that "a large number 
of normal classes have been started in various parts of 
the State, the pupils taking more or less extended courses, 
a large number of indivduals having studied alone or in 
groups of two or three. Every year over one hundred 
members complete one or more of the courses, pass their 
examinations and receive certificates. The work is grow- 
ing quietly, but steadily, in its hold on the Sunday-school 
teachers. " 

2. Organizing a Normal Department, (i) Do not 
wait for a large class. A class of one is better than none. 

(2) Compare carefully the several possible courses of 
study. Decide definitely on a general outline of the work 
to be covered, both in the study of the Bible and in the 
study of methods of teaching and of Sunday-school work. 

(3) Encourage members to aid the Sunday-school in 
every possible way now, before the normal study is fin- 
ished. 

3. Class work. (1) Have brief devotional exer- 
cises, perhaps only a song and prayer or the Lord's 
Prayer. Remember that the hour's study is devotional 
when devoted to the sacred work in hand. 

(2) Do not preach. Do not lecture. Ask questions 
with view to finding out what the members know, not 
what they do not know. Encourage them to express their 
thoughts. 

(3) Do not allow members to needlessly digress from 
the subject of study. 

300 



NORMAL CLASSES 

(4) Use the blackboard, also maps and charts that may 
aid in making the lesson plain. 

(5) Drill the class on the outline and fundamentals of 
the lesson. 

(6) Vary the plan of conducting the class. Ten min- 
utes at the opening of the class may be given frequently 
to papers by members on various subjects, such as "The 
Art of Questioning," "Ways of Holding Attention," "New- 
Methods of Teaching," etc., also reviews on similar sub- 
jects of chapters in books. Again, as study progresses 
members of the class may occasionally be appointed as 
leaders. 

4. Courses of study. The normal class courses cover 
study in methods of teaching and Sunday-school work, 
and comprehensive Bible study. 

( 1 ) Courses in method. If one is to be a good teacher, 
something more than a "good intention" is necessary. 
There must be thorough knowledge of the lesson that one 
desires to teach, and also a thorough knowledge of the 
persons to be taught. Quackenbosh says : 

The maxim, "Know thyself," does not suffice; 
Know others, know them well ; that's my advice. 

But this implies much. Our purpose, however, does not 
require a scientific explanation of the principles under- 
lying it. Successful work in normal classes has been de- 
feated often through lumbering the minds of the members 
with a lot of needless psychological and pedagogical de- 
tails. In the study of method we believe that better 
results will be realized through selected readings and 
reviews of popular books on Sunday-school work, and 
other books such as are mentioned in the chapters of 
this volume on Teachers and Methods of Teaching, Libra- 
ries, and The Development of the Local Church and 
School Through Sunday-school Extension Work, etc., 

301 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

than by a study of the distinctly scientific treatises. Dr. 
A. H. McKinney's Bible School Pedagogy 1 is an excel- 
lent compendium for normal classes. The book is used 
by the New York State Sunday-school Association as an 
additional course in normal class work. 

(2) Courses in Bible study, etc. For this work, there 
should be an approved handbook or outline quarterly pre- 
pared by an expert. 

(a) The Chautauqua Normal Union Outlines was one 
of the first of such helps to appear, having been prepared 
by a committee of distinguished Christian workers repre- 
senting ten different denominations, and now preserved 
in book form under the title The Church School and Nor- 
mal Guide. 2 But this course is cumbered with detail 
and has given way to a better. The regular course of the 
Chautauqua Normal Union as now arranged is simpler, 
and includes studies in the Bible and in Sunday-school 
work, to be carried through four years, each year's work, 
however, separate, and recognized by a separate certificate 
awarded to all who complete it and pass the requisite ex- 
amination. As at present arranged the course is as fol- 
lows: 

Course of 1904. 

To be studied — Revised Normal Lessons. J. L. Hurl- 
but. Paper, 25 cents; cloth, 40 cents. 

To be read — The Modern Sunday-school. J. H. Vin- 
cent. Cloth, 90 cents. 

Course of 1905. 

To be studied — Studies in the Book of Acts. B. B. 
Loomis. Paper, 25 cents ; cloth, 40 cents. 

To be read— The Life of St. Paul. James Stalker. 
Cloth, 60 cents. 

1 Eaton & Mains, publishers, New York and Cincinnati. 
'Ibid. 

302 



NORMAL CLASSES 

Course of 1906. 

To be studied — Studies in the Four Gospels. J. L. 
Hurlbut. Paper, 25 cents; cloth, 40 cents. 
To be read— The Book Divine. J. E. Price. Cloth, 75 

cents. 

Course of 1907. 

To be studied — Studies in Old Testament History. 
J. L. Hurlbut. Paper, 25 cents ; cloth, 40 cents. 

To be read — Teaching and Teachers. H. C. Trumbull. 
Cloth, $1. 

Although the above order is assigned for convenience, 
it is not obligatory. The course can be taken up in any 
order which the student may choose. For example, a 
teacher who during the summer of 1905 studies the course 
of that year at one of the assemblies, may prefer to or- 
ganize and conduct during 1906 a class for the study of 
the text-books for 1905, being more familiar with them. 
It is admissible to take up the text-books in any order 
most convenient to the student. 1 

In normal class work, certificates or diplomas are usu- 
ally awarded to all who pass a satisfactory examination 
in the first year's work, seals being added for each subse- 
quent year's study. 2 

(b) Another course of study has been arranged in the 
form of two small handbooks : The Sunday-school Teach- 
ers' Normal Course* (First Year, Second Year), by 
George William Pease. Mr. Pease is an experienced nor- 
mal class teacher, and his books are comprehensive in their 
outline of study, clear in form, and suited to the "average 
man." The books represent one of the best works pub- 
lished on normal courses of study. 

1 Address, Secretary Chautauqua Normal Course Union, 150 
Fifth Avenue, New York. 

2 For diplomas, address Secretary Normal Course Union, 150 
Fifth Avenue, New York. 

3 Fleming H. Revell Company, publishers, Chicago, New York, 
Toronto. 

303 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

(c) The courses of the American Institute of Sacred 
Literature 1 are specially suited to those who care for 
study along definite lines. As with the other courses of 
study mentioned, there is no time limit, and any course 
may be taken up at any time. A special point of help- 
fulness in these courses for those who have to count their 
minutes for study, is the direction sheet, outlining the 
work for the month and for each day, with helpful sug- 
gestions regarding the study. No reference books are 
required, but should the student desire collateral reading, 
suitable books are recommended. Indeed, a special value 
in this course is that a student is specially required to use 
and study his Bible. In the light of the Bible he studies 
the Bible, till it soon becomes a familiar book. There is 
sometimes a tendency in normal class work to study about 
the Bible rather than to study the Bible, and this is all but 
a fatal mistake. The subjects for the main course of 
the Institute are as follows : 

The Life of Christ — a study of all the material of the 
Four Gospels. 

The Foreshadowings of the Christ — a study of Old 
Testament history and prophecy, with special reference 
to the development of the Messianic idea. 

The Founding of the Christian Church — a study of 
the Acts and the Epistles on the basis of their historical 
relationship. 

The Work of the Old Testament Sages — a simple 
study of the ethics and philosophy of the sages as pre- 
sented in the work of the prophets and in the books of 
Proverbs, Job, Song of Solomon and Ecclesiastes. 

One additional course is announced each year. With the 
direction sheet, sent each month, the student is provided 
with a question sheet in duplicate containing twenty ques- 
tions upon the work of the month. These question sheets 
are to be filled out from memory, if possible, but the Bible 

\Address, Hyde Park, Chicago, 111. 

304 



NORMAL CLASSES 

may be consulted if necessary. One copy may be returned 
to the office of the Institute. For the nine question papers 
covering the year's work a certificate is awarded. For 
answering the five honor questions on each paper, a spe- 
cial honor sign is placed on the certificate. The work re- 
quires but little time each day, and by the aid of the ques- 
tion papers can be done at home. 

In addition to this regular work, the Institute has pro- 
fessional reading courses for ministers and Bible teachers, 
and correspondence courses. 

(d) There is another series of normal lessons of real 
merit : the Legion of Honor Normal Bible and Training 
Lessons 1 by Prof. H. M. Hamill. The course consists 
of two books, each of which contains twelve Normal Bible 
Lessons and twelve Normal Training Lessons. The Bi- 
ble lessons in the first book are on the New Testament; 
in the second book, on the Old Testament. The study 
outlined is intended as an elementary course, especially 
adapted to young people and others who cannot spare the 
time to master more advanced lessons. 

(e) Other outline normal courses have recently been 
inaugurated by some of the denominational boards of pub- 
lication and Sabbath-school work. This is strong 
testimony of the recognized value and urgent necessity of 
normal work ; recognition that a sufficient number of well- 
prepared teachers is fundamental to a successful school. 

5. When a handbook on normal work is used, it is 
sometimes necessary to discriminate and select lessons out 
of the courses of study provided. We should avoid con- 
fusing the mind with too many details. 

1 W. B. Jacobs, publisher, 132 La Salle Street, Chicago, 111. 
Manila binding, 15 cents each, or $1.50 per dozen. 



305 



CHAPTER XXIV 

THE SUPERINTENDENT 

I. General requirements, and the new ideal for su- 
perintendents. In an important sense every chapter of a 
book on Sunday-school methods is the superintendent's 
chapter, for his responsibility for the work requires a thor- 
ough acquaintance with its every part. I purpose, there- 
fore, to speak in this chapter only of certain essential fea- 
tures in the work of a superintendent, not otherwise 
spoken of in this book, or commonly exploited in the 
religious press, grouping them here because distinctly of 
the office of the superintendent though they do not define 
that office, which office can be defined only in the light of 
the great work of the Sunday-school as a whole. In 
speaking of these essential features, I assume that the gen- 
eral requirements of a superintendent, both in what he 
should not be and in what he should be, are well under- 
stood ; that the superintendent's office is not the place for 
Mr. Cynic or Mr. Scold, or for the man who goes 
about like a "paid mourner," or moves like a tempest, 
spreading gloom and confusion throughout the school; 
and that we are agreed also that the superintend- 
ent should be a man, consecrated, of course, bright and 
cheery, calm and dignified, sympathetic and kind, alert 
and firm, full of business, and at times given to praise. 
We further assume that the superintendent is open-minded 
and large-hearted, realizing the limitations of one 
pair of hands, seeking the hearty co-operation of respon- 
sible associates, magnifying their work, quietly seeing to 

306 



THE SUPERINTENDENT 

it that things are brought to pass — that appointed work 
is done, inspiring all by his buoyant faith and untiring 
devotion for the improvement of the school, and holding 
fast to the old and tried and welcoming every fresh aid 
in the administration of the school, knowing that adapta- 
tion to changed conditions and present needs is a cardinal 
principle of our Christian religion. All this being true, 
it remains to be said that the new ideal for a superintend- 
ent is in some respects diametrically opposite to what it 
once was. 

The ideal superintendent is not a man necessarily of 
unusual talent in half-a-dozen different directions, but a 
man who realizes to the bottom the importance of Sun- 
day-school work, and who is willing to give himself to it. 
The time was when a man was chosen for the office of su- 
perintendent because he could "talk well" ; now, some 
schools make effort to select a man for superintendent who 
cannot "talk well." A superintendent who cannot talk, 
but can live and do things, is worth infinitely more than 
the one who can talk but is weak and purposeless in Chris- 
tian life and work. 

II. Special suggestions. I. Avoidance of unneces- 
sary talking. Too much emphasis has been placed on the 
"talking," and the call now is for less of it, and that the 
quality of it be strong, heartfelt, full of the life of the 
man back of it, though it be with stammering tongue. 
Mr. Henry Aird, superintendent of the Silliman Memorial 
Presbyterian Sunday-school, Cohoes, N. Y., says: "I be- 
lieve it to be the duty of the superintendent to refrain 
from talking unless he is sure he has something to say 
that is worth saying. In my opinion, it is not wise to 
review the lesson from the desk every Sunday; let the 
teachers do the teaching. The superintendent may, and 
I think should, in a few terse, concise and well-chosen 
words, enforce and emphasize the salient point of the les- 

307 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

son — driving the truth home to the hearts and consciences 
of the scholars — but in no case should he exceed five min- 
utes in this exercise. Superintendents, as a rule, talk too 
much." Similar is the view of other experienced and 
successful workers. At the same time we should remem- 
ber that the superintendent's "five minutes" is urgent if 
the teaching force is not strong, and is an opportunity at 
all times for deepening impressions and clinching truths 
if one speak at all. 

If the method of review be by questioning the school, 
then let the questions be clear and concise, capable of 
brief or word answers, and with the purpose of find- 
ing out what the pupils know and not what they do not 
know. 

Should the visitor talk ? Mr. W. J. Fulton, of the First 
Westminster Presbyterian Church, Keokuk, la., expresses 
what is a growing sentiment in saying that unless there 
is special reason visitors with them are not invited to ad- 
dress the school. A dozen years' experience has taught 
this superintendent that the average result of talking by 
the honored guest to the Sunday-school is disappointing; 
that is to say, the benefits do not compensate for the mis- 
takes made. 

The responsibility of the superintendent is enforced by 
Mr. James Polk Willard, of the Trinity Methodist Epis- 
copal Sunday-school, Denver, Col., in saying that the 
superintendent is to remember at all times that we are 
dealing with the wide-awake and up-to-date youth, and 
that they are entitled to the best that the Sunday-school 
platform can give them. 

2. The duty of keeping order is one of the first and 
most serious tasks enjoined upon a superintendent. This 
work must not be delegated to the teacher; the teacher 
is not a policeman, but a teacher, and every organized 
force of the school is for the teacher's aid ! Teaching is 

308 



THE SUPERINTENDENT 

the end for which all other things are the means. But 
there must be attention before there can be instruction. 
Mr. Henry Aird says : "That it is not easy to preserve 
order every superintendent will admit, and some find it 
impossible; the latter class had better resign. A uni- 
formly disorderly school proves the incompetence of the 
superintendent. 'Order is Heaven's first law,' and it 
ought to be the first law of every Sunday-school. Good 
work cannot be done in a disorderly school. No exer- 
cise should be begun till order is obtained. This is a rule 
that should be inflexibly enforced." 

In the Olivet Memorial Sunday-school, New York, the 
following methods have been successful in maintaining 
order equal to that of the best day schools. Four doors 
only of those that admit to the main floor and the gallery 
are used ; ushers guard these during the whole session of 
the school. The ushers watch for the lifting of the su- 
perintendent's hand, which is the signal for the doors to 
be opened ; this signal is not given during exercises of any 
kind. When the doors are open, late scholars and teach- 
ers pass quickly to their places ; meanwhile the superin- 
tendent and school wait in perfect silence. The Rev. 
William Denman, D.D., of this school, says : "As talking 
is apt to be overdone, the superintendent's eyes and hands 
very largely take the place of his tongue, and in like man- 
ner the piano has supplanted the bell. A few chords 
sharply struck is the first call to order, whilst the second 
call, after a brief interval, is the playing of a short strain. 
In no instance are the signals repeated; we act on the 
principle that once asking is enough, and invariably find 
it so or make it so. Scholars are not allowed to leave 
the class without permission of the teacher, nor to leave 
the school without a pass from the secretary. We have 
found that scholars soon come to have a wholesome re- 
gard for a superintendent who knows how to wait in per- 

309 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

feet calm with his eyes fixed upon them, and for all 
officers who enforce the rules of the school without fear 
or favor." 

3. Personal acquaintance with teachers and pupils. 
Next to the work and discipline of the Sunday-school hour 
comes the need of personally knowing the pupils 
and of encouraging sympathy and helpfulness among the 
workers. The teachers' meeting is opportunity for a su- 
perintendent coming into close touch with the individual 
teacher and his work, and opportunity also of mutual 
acquaintance and sympathy in the discussion of common 
interests. 

Some superintendents give yearly receptions at their 
homes for the pleasure of a better acquaintance with the 
workers, and in order to deepen the feeling of friendly 
interest among the teachers. 

To reach the scholars, know them and have them know 
him, the superintendent of the Ruggles Street Baptist 
Sunday-school, Boston, Mass., invites to his home for an 
evening of pleasure the new pupils brought in during the 
month, together with the scholars who brought them to 
the school, the idea being that those who first introduce 
them to the Sunday exercises should introduce them to 
the superintendent and to each other on the social even- 
ing. In practising this plan, the superintendent has dis- 
covered that when a new family moves on to a street 
where a pupil of this school lives they do not have time 
to get settled before they are told that they must come 
to the Ruggles Street Baptist Sunday-school. 

The superintendent can also do much by cordial greet- 
ings to scholars as he meets them in the school or on 
the street; by printed letters of inquiry showing that he 
misses one if absent; and by the birthday card carrying 
his greetings and good wishes for a new year, such as the 
following : 

310 



THE SUPERINTENDENT 

JAMES LEES MEMORIAL PRESBYTERIAN 
CHURCH. 

Frankfort Avenue and William Street. 

My Dear Friend: 

Feeling a deep interest in your welfare and happiness, 
it affords me great pleasure to send a message from the 
school of cordial greeting, and good wishes on this anni- 
versary of your birthday. 

May the new year of your life upon which you enter 
to-day be bright and joyful and may all your coming 
years be peaceful and happy, each succeeding one increas- 
ing in hope and joy and peace until that perfect day. 

That all of the associations and influences of our 
school may be helpful to you and that the memories of 
these days may be precious to you throughout all your 
future life, is our earnest prayer. 

May you here learn the great lessons of life, and may 
the Lord Jesus Christ become to you as "the Chiefest 
among ten thousand." 

"The Lord bless thee and keep thee ; the Lord make 
His face shine upon thee and be gracious unto thee ; the 
Lord lift up His countenance upon thee, and give thee 
peace." 

On behalf of the Church and school, I am, 
Lovingly yours, 

Superintendent. 



.190 — 



This birthday letter was printed on a four-page card 
folder, one page of the outside having a picture of the 
church, and the other bearing a birthday greeting with 
appropriate decoration of flower design. 

4. The successful superintendent to-day must have 
some help for his memory, a memorandum book for sug- 
gestions, appointments and records. Mr. Victor H. Palt- 
sits, the superintendent of the Christ Congregational Sun- 
day-school, New York, says : "I am a great stickler for 

3ii 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

statistics, believing that only in that way can a superin- 
tendent ascertain a leakage, if any, and repair the breaches 
of incomplete organization. My annual reports to 
the church and congregation have covered each year about 
two thousand words, and give in detail all the workings 
of every part of the school's interests, administrative and 
spiritual. A careful record is kept even of the weather, 
as bearing upon fluctuation in attendance." To this end 
this superintendent keeps a private note-book in which he 
enters weekly the date, title of the lesson, order of service 
used for the day, number of each hymn sung and what 
verses, record of the weather (fine day, cold day, warm 
day, very cold, very hot, rainy, snow), attendance (school, 
officers, teachers, visitors), collection for the day, num- 
ber of new scholars received or lost on that day, record 
of the teachers' meetings, special exercises, picnic rec- 
ord, etc. This is used as material for the annual report 
to the church. As a further aid, Mr. Paltsits uses an 
alphabetical register arranged as follows : 



d 






■si 

V 8 


■8* 


*° c 


1 




Name. 


Address. 


«"> 


S Z 


rt 

s 








P-i 

< 






O 






«J 


rt v 


V 


4 


French, Jessie 


546 Ash St. 


In older 
Register. 






Trans. 
Oct. 5, 1901. 


In. 


Kendall, Gladys 


357 E. 176th 


March 10, 


Sept. 15, 


Removal. 


Trans. 






St. 


IQOI. 


1901. 




Jan. 5, 1902. 



It would be helpful to add a column to the above show- 
ing the church status of pupils, whether or not they are 
members of the church. The following is a simple record 

312 



THE SUPERINTENDENT 

blank used by the superintendent of the Nostrand Avenue 
Methodist Episcopal Sunday-school, Brooklyn, N. Y. : 







Last Year. 




This Year. 




Kindergarten. 
Primary. 

j Junior and ) 

( Intermediate. ) 

Senior. 

Officers. 


























Total 




Vis tors -.- 





5. A work to be mentioned as peculiar to the office 
of superintendent, if indeed it does not comprehend the 
larger duty of that office, is the work of getting others 
to work and of seeing to it, unyieldingly but kindly, that 
they do it. One man cannot do all the work. It there- 
fore should be carefully apportioned among the officers 
and committees as variously needed. The superintendent 
who carefully plans and delegates to others what work 
he can finds time and strength for surpassing tasks. Be- 
cause some of our great financiers have system in their 
business they can operate affairs involving hundreds of 
millions of dollars as easily as other men direct very small 
concerns. Pearls are not to be thrown before swine. God 
gives not His energies for waste; and economy in the 
expenditure of force through careful plan is exacted of 
the faithful steward, who alone dare ask for Heaven's 
inspiration and outpoured blessing. 

313 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

The North Avenue Baptist Sunday-school, Cambridge, 
Mass., has a superintendent and an associate superintend- 
ent. Mr. Seth Sears of that school says, that, after hav- 
ing charge of the school for a number of years, he found 
the care so taxing that he coined the name and established 
the office of "associate superintendent." The two now 
share the work, the responsibility and the honor in a way 
that a superintendent could not. It is a close partnership 
of two active partners. 

In the Rayne Memorial Methodist Episcopal Sunday- 
school, South, New Orleans, La., while one superintend- 
ent officiates at the desk, the other circulates through the 
school to greet and welcome scholars and strangers. 

To assist the superintendent of the Classon Avenue Sun- 
day-school, Brooklyn, N. Y., on special occasions, ten or 
twelve young men who can render good service as needed 
are selected and appointed as "superintendent's aides," 
and wear a beautiful olive-colored satin badge lettered 
as follows : 



Classon Avenue 

Presbyterian 

Sunday-School. 



Superintendent's 
AID. 



This is a plan that not only helps the superintendent, but 

314 



THE SUPERINTENDENT 

also deepens the interest, and develops a spirit of service, 
in the young men. 

A superintendent having selected his helpers, should 
not fail in holding monthly or stated meetings of the ex- 
ecutive committee, or, as some call it, the superintendent's 
cabinet. Much planning and "threshing of straw" that 
would be a bore to the teachers can be accomplished in 
these meetings. It is well always that plans which con- 
cern the school as a whole, teachers and classes, or that 
in anywise touch them, be passed upon by the teachers 
also. This is due them, and only so can we expect their 
larger interest and co-operation in the work planned. 

It follows, inevitably, that the successful superintend- 
ent is in closest sympathy and counsel with his minister. 
Mr. H. E. Bostwick, superintendent of Trinity Presby- 
terian Sunday-school, San Francisco, Cal., says : "My 
first, second and last aim is to keep the school in close 
touch with the church, session, and, of course, the pas- 
tor." 

6. Another characteristic of the ideal superintendent to- 
day is that he is alert for improved methods, for new sug- 
gestions of ways and means of doing things; his note- 
book is full of fresh suggestions, arranged in an orderly 
and accessible manner, gathered out of experiences in his 
work and reflections on them, and through study of other 
schools. This does not add to the burden of a superin- 
tendent's work; it lightens it, gives success and exhilara- 
tion in it. When problems arise, he is the man who 
knows how to meet them, and in the easiest and best way. 
Thus the administration of Bible-schools is being put on 
a business basis; and the superintendent who is not 
abreast of the onward march of things will soon do no 
helpful thing. Indeed, he is lost now so far as help- 
fulness commensurate with opportunity is concerned. 
With time he will see a large number of pupils of his 

315 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

school, as well as the children in its vicinity, gathered in 
by other church schools of the community, or he will 
see those children lost to the Kingdom, to rise up some 
day to upbraid him ! 

7. A careful and conscientious study of publications on 
Sunday-school work, of which there are only too few, 
should constitute a part of a superintendent's very re- 
sponsible work. Current periodicals, such as The Sun- 
day-school Times 1 and The International Evangel, 2 are 
of great value. 3 Helpful suggestions may also be gath- 
ered from Schauffler's Ways of Working, 4 " Wells' Sun- 
day-school Success 5 and Boynton's The Model Sunday- 
school. 6 

Address, 1031 Walnut Street, Philadelphia, Pa. 
2 Address, Chemical Building, St. Louis, Mo. 
3 Also see mention of periodicals at the close of Chapter 
XXVIIL, on the Relation of the Pastor to the Sunday-school. 

4 W. A. Wilde Company, publishers, Boston and Chicago. 

5 Fleming H. Revell Company, publishers, New York, Chicago, 
Toronto. 

The Pilgrim Press, publishers, Boston and Chicago. 



316 



CHAPTER XXV 

THE DEVELOPMENT OF THE LOCAL CHURCH AND SCHOOL 
THROUGH SUNDAY-SCHOOL EXTENSION WORK, INTER- 
NATIONAL AND STATE SUNDAY-SCHOOL ASSOCIATIONS, 
DENOMINATIONAL SUNDAY-SCHOOL AND PUBLISHING 
BOARDS, AND THE RELIGIOUS EDUCATION ASSOCIATION 

How can we best help our Bible-school workers, and 
develop the Sunday-school idea in the local church and 
field? It has been popular with some writers to decry 
all that has been, to stick adjectives into Sunday-school 
teachers, and to berate Sunday-school methods as anti- 
quated and slow, and as pitifully inadequate to the de- 
mands of the present day. These melancholy prophets 
further imply that the majority of Sunday-schools are in 
all but hopeless condition, with little organization, with 
no progressive systems of study, and no definite plans for 
drill and development in the doctrines of the Church. 
Now all this may be true. Indeed, it is painfully evident 
to one conversant with our church-schools that the vast 
majority of them are in such a hopeless condition. It may 
also be true that a large number of our teachers are far 
from being qualified for the great work of teaching, that 
some of our superintendents, like the conies, are a "feeble 
folk," and that congregations are indifferent to the urgent 
interests of Sunday-school work. What, then, are we 
to do? One way for us to do is to whine about it and 
to harp about it, and to go on sticking adjectives into 
people; but a better way, the manly, the helpful, 
remedial way, is to train our teachers, educate our 

317 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

churches, and help our Sunday-school workers through 
practical suggestions for organizing, planning and 
developing their work ! To this end I would sug- 
gest what, for want of a better term, I would call Sun- 
day-school extension work, by which I mean instruct- 
ing, nurturing and inspiring the local church and school 
workers in the spirit, methods and matter of Sunday- 
school work. How can this be done? Co-operating 
with the school, the pastor can plan for meetings at not 
too frequent intervals, when the congregation also may 
be invited to be present, and when all may hear a care- 
fully prepared paper from, if possible, some expert Sun- 
day-school worker, or from some neighboring minister, 
or again, from the pastor of the church, superintendent 
or other workers of the local school. Papers can be read 
on such helpful subjects as "The Teacher and the Teach- 
er's Problems," "The Sunday-school as a School," "The 
Educational, Spiritual and Social Sides of Our Work," 
and similar subjects. Again, great profit may result 
through reviews of books such as The Point of Contact 
in Teaching, 1 by DuBois, Gregory's The Seven Laws of 
Teaching, 2 Hovey's The Bible and How to Teach It, s 
Chapman's The Spiritual Life of the Sunday-school, 41 etc. 
For the careful presentation of such papers and re- 
views, arrangements might be made by the ministers and 
leading Sunday-school workers of a city or community 
whereby each would prepare and present a paper on one 
of a correllated series of subjects, which should be given 
through rotation, at intervals of two or four months 
(such intervals that the burden of the work may not fall 
heavily on speakers or teachers), in each one of the 

1 Dodd, Mead & Co., publishers, New York City. 

2 The Pilgrim Press, publishers, Boston, Mass. 

3 The Griffith and Rowland Press, publishers, Philadelphia, Pa. 

4 United Society of Christian Endeavor, publishers, Boston and 
Chicago. 

318 



DEVELOPMENT OF LOCAL CHURCH AND SCHOOL 

churches. This is following the University extension 
idea of taking the university to the people. It may be 
urged that Sunday-school conventions relieve the neces- 
sity of this plan. I wish it were true, but practical ex- 
perience shows that those church and Bible-school workers 
who most need the convention do not attend it. 
If we are to reach those persons who most need help, and 
quicken the Church at large, we must reach both through 
other means than through conventions ! We can carry 
the information and the inspiration to the Church, when 
the Church will not come to our conventions. 

The necessity of some direct plan that will accomplish 
its purpose of reaching and helping our church-schools is 
apparent. It is the part of a fool to berate our school; 
the part of a man to help them, and to put spirit into 
them till a new life like blood beats through the veins of 
school, church and community! A suggestive plan, and 
one of more than local or denominational value, has been 
outlined recently by Mr. Edgar C. Leonard in a paper 
before the Albany Presbytery. 1 The paper not only gives 
us a splendid suggestion, but also shows us, coming as it 
does from a superintendent of one of the largest Sunday- 
schools of the capital city of the Empire State, how our 
most efficient workers welcome aid and are sending up 
the Macedonian cry. Among other things, Mr. Leonard 
says : "Our teachers greatly need help, both as to method 
and, I believe, as to matter. The present-day exactions 
of the Church upon the time and energy of the minister 
are greater than they used to be, and the minister has 
scant time to give to training his Sunday-school teachers. 
They need it, however — the new ones especially and the 
older ones particularly. The art of pedagogy, the study 
of child nature and preparation of teaching material are 
all involved here. Our Sunday-schools must be schools 
\April, 1901. 

319 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

to a greater degree than ever before. Even if our minis- 
ters possessed time, our seminaries are not giving in- 
struction very much in how to teach and how to train 
others to teach. Our teachers of a few years' experience 
find they are pumped out. The demands upon their time 
prevent the growth they desire, and in the lack of trained 
leadership they easily get into ruts. Few superintendents 
are graduates of Bible training schools. The great Pres- 
byterian Church has much machinery and collects a mass 
of statistics every year. I would that this Presbytery 
might put the personal touch upon its Sunday- 
schools through one detailed and set apart for 
that purpose so that there might be more fruits to re- 
port. Suppose we had a man who had trained himself 
in prospect of the service who might personally come 
into contact with our schools, study their methods and 
find their particular weak points, gather our teachers and 
officers into conference and give them some scientific in- 
struction in methods of teaching. Organize local normal 
classes, give lectures at different times on historical or 
literary or geographical Bible subjects, illustrated with 
the lantern maybe, and held on week nights perhaps. Let 
him come to the help of jaded superintendents 
and suggest methods to those too busy to find new ones. 
Such a man would find his hands full, and Presbytery 
would be brought closer to its schools than it is now by 
his regular reports of his work. I would not lay this 
work in detail upon any committee or individual pastor 
who is in charge of a parish. It possesses possibilities 
for a conscientious Christian worker, whether an or- 
dained minister or not, which are worthy of any man's 
powers, and an appropriate and not niggardly salary 
should go with the call to the work. I can see such a 
man spending a whole week with one school. Address- 
ing it on Sunday when the lessons are dealing with 

320 



DEVELOPMENT OF LOCAL CHURCH AND SCHOOL 

Abraham and the patriarchs with a scholarly presenta- 
tion of the conditions of life of their time in family, soci- 
ety and state. Giving an interest to the whole that will 
last through a dozen lessons. Bringing Abraham down 
to earth so that he will not seem a sacred and unapproach- 
able, and perhaps mythical, being, as I fear Bible charac- 
ters are regarded by many scholars. I see this worker 
meeting the teachers of the main department in confer- 
ence on Monday evening, and at least getting them to talk 
about the work, leading the discussion and suggesting 
topics. Giving them to think of some good idea that has 
been tried in some other school. On Tuesday, perhaps, 
the Primary Department matters will be taken up and 
gone over with those in charge of them. On Wednesday 
he will cheer the pastor by bearing a hand in livening up 
the mid-week prayer-meeting, where a new voice is al- 
ways inspiring. That afternoon he has been talking with 
the superintendent and giving him at least the idea that 
somebody on earth cares for him and has a thought for 
the cares and problems of his office. ... I know that the 
incumbent of this office in the rest of the week's work will 
not neglect the spiritual in the presence of many things 
mechanical, and he can encourage and renew many a 
teacher whose inner life has grown cold and whose Sun- 
day-school work has grown irksome." 

A simple plan whereby schools can educate themselves 
and their churches is the appointment (through the co- 
operation of the pastor) of occasional evenings, possibly 
at the hour of the mid-week prayer service, for "Christian 
Knowledge Lectures," when a book like Principles of 
Religious Education, 1 each lecture of which was pre- 
pared by an expert, can be read one chapter at a time. 

*A course of lectures delivered under the auspices of the 
Sunday-school Commission of the Diocese of New York, pub- 
lished by Longmans, Green & Co., New York City. 

321 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Such evenings would bring people into more intelligent 
sympathy with the Sunday-school and surprisingly in- 
crease the efficiency of the working force. 

In suggesting these plans, I am neither forgetful nor 
inappreciative of the work of the International and State 
Sunday-school Associations. Their work has been large 
and helpful, as it has been generous. The International 
Association, through its State and district organizations, 
is another Paul, "the ready," and stands for the improve- 
ment and advancement of all Sunday-school interests; 
and is in the field not so much to be helped as to help. 
But the Association with its limited working force can- 
not, in the very nature of things, do everything! The 
most that it can do is to co-operate with local workers. 
To this end church-schools and superintendents will find 
it helpful to keep in touch with the International, State 
and district associations, through their literature, libra- 
ries, and the occasional presence of the field secretaries or 
other expert Sunday-school workers. Their presence at 
the teachers' meeting, or better still, at a regular preach- 
ing service of the church, deepens and extends the Sun- 
day-school idea and is fruitful of other blessings. 

The work of the State and district associations, through 
conventions, teachers' meetings, teacher-training classes, 
teachers' reading courses, institutes, primary unions, 
summer schools, etc., is also helpful; and schools that 
arrange for the attendance of their teachers are rewarded 
by a larger enthusiasm and intelligence in subsequent 
work. 

All that can be said of the helpfulness of International 
associations can be said also of the several denominational 
Sunday-school and publishing boards. The work of these 
boards, through their missionaries and various agen- 
cies, have led in the great march of the Church through 
northern forests, across western plains and to southern 

322 



DEVELOPMENT OF LOCAL CHURCH AND SCHOOL 

seas. The banners of Sunday-schools have been planted 
first, and the building of churches has followed. 

The Sunday-school associations and boards have helped 
also in other ways. Many of the older schools never 
would have known of the better ways of working, and of 
the more helpful methods of studying the Word of God, 
save for the conferences, literature, letters, conventions, 
and other labors of love of these organizations. Their 
work, therefore, appeals both to our patriotism and to 
our religion. 

For the aid of those who desire the inspiration and the 
help that comes through touch with the International 
Sunday-school Association, the addresses of the Field 
Workers and General Officers are here appended. The 
International Field Workers are as follows : 

Marion Lawrance, General Secretary, Toledo, O. 

Mrs. J. Woodbridge Barnes, International Primary 
Secretary, Newark, N. J. 

Mr. W. C. Pearce, International Field Worker, Chi- 
cago, 111. 

Mrs. Mary Foster Bryner, International Field Worker, 
Peoria, 111. 

Prof. G. G. Marcus, Field Worker among the Negroes, 
Memphis, Tenn. 

Dr. Charles E. Shepherd, Field Worker among the 
negroes, Durham, N. C. 

The State and Provincial Secretaries are as follows : 

Alabama — Joseph Carthel, Montgomery. 
Arkansas — Rev. G. A. Henderson, Siloam Springs. 
California — Charles R. Fisher, Oakland. 
Colorado — Rev. John C. Carman, Denver. 
Connecticut — George S. Demming, New Haven. 
Delaware — Dr. Frank W. Lange, Philadelphia, Pa. 
Illinois — W. B. Jacobs, Chicago. 

(Illinois has several other Field Workers.) 
Iowa — Mr. and Mrs. B. F. Mitchel, Des Moines. 

323 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Kansas — J. H. Engel. Abilene. 

Kentucky — Prof. E. A. Fox, Louisville, 

Louisiana — John B. Kent. Covington. Ky. 

Maine — Edward A. Mason. Oakland. 

Manitoba — W. H. Irwin, Winnipeg. 

Maryland — George H. Nock, Baltimore. 

Massachusetts — H. S. Conant, Boston. 

Michigan — Alfred Day. Detroit. 

Minnesota — Mrs. J. E. Hobart, Minneapolis. 

Nebraska — Prof. J. M. Steidley. Lincoln. 

New Brunswick — Rev. Aquilla Lucas. Sussex. 

New Hampshire — J. N. Dummer. Concord. 

New Jersey — Rev. Morris Fergusson. Trenton. 

New York— Rev. A H. McKinney. Ph.D., New York 
City. 

North Dakota — John Orchard, Fargo. 

Nova Scotia — Stuart Muirhead, Halifax. 

Ohio — Rev. Joseph Clark, Columbus. 

Ontario — Rev. J. A. Jackson. Toronto. 

Pennsylvania — Hugh Cork. Philadelphia. 

Prince Edward Island — George P. Raymond, Charlotte- 
town. 

Quebec — Rev. E. W. Halpenny. Montreal. 

Rhode Island — W. B. Wilson, Providence. 

Tennessee — Rev. George O. Bachman, Nashville. 

Texas — Louis Collins. Dallas. 

Vermont — George L. Story, Essex Junction. 

Washington — Rev. W. C. Merritt, Tacoma. 

West Virginia — W. C. Shafer, Fairmont 

Wisconsin — J. T. Chynoweth. Milwaukee. 

Sunday-school workers will also find willing and able 
assistance through communication with the Religious 
Education Association, 1 an undenominational society re- 
cently organized in Chicago for a forward movement in 
religious and moral education in the Lnited States and 
Canada, and with view to rendering any possible service 
"by co-operation of workers for the studying of problems, 

'Address, 153-155 La Salle Street Chicago, 111. 
324 



DEVELOPMENT OF LOCAL CHURCH AND SCHOOL 

for furnishing information, for mutual encouragement, 
and for promotion of higher ideals and better methods." 
I know that some church workers complain of an "over- 
help," saying, and saying truly, that the primary necessity 
in all work in Christ's Kingdom is the personal touch and 
enthusiasm of the individual. But this result, and the 
result that we have in view of reaching all people, young 
and old, and of bringing them into affiliation with the 
Church of Christ and with His work, is quickened by 
united work along definite lines, and only so can it be 
accomplished. 



325 



CHAPTER XXVI 

SUNDAY-SCHOOL FURNISHINGS AND SUPPLIES 

Strictly speaking, light and air are not furniture, but 
they are essentials in a good school. Bright, well-venti- 
lated, cheerful rooms plus good management and good 
teaching mean a successful Sunday-school. In planning 
for the newer schools, architectural arrangements are of 
first consideration: with careful plan for light, ventila- 
tion, and wherever possible, a system of sliding doors by 
which each section of the school may be separated from 
the others during study time, and yet when thrown open 
make it possible for all to take part together in the open- 
ing and closing exercises. In modern buildings the slid- 
ing doors of the classrooms are opened and closed by 
steam power, which is controlled by a lever from the 
superintendent's desk. Beauty and utility are combined 
in modern ecclesiastical architecture, and one must be 
blind, indeed, who builds a Sunday-school room without 
equipping it with modern improvements. 

Many of the school furnishings and their special uses 
have been mentioned in other places — maps, honor rolls, 
class banners, class flags, kindergarten tables, class rec- 
ords, secretary's record book, normal course book, Eber- 
hardt's Roll of Honor, Robert Raikes diploma, private 
class cards, home study slips, quarterly written review 
papers, etc. Whatever else a school may have or may 
not have, it should have a blackboard. It can be put to 
a thousand uses, and is an indispensable aid in the work 
of a successful school. 

326 



SUNDAY-SCHOOL FURNISHINGS AND SUPPLIES 

The mimeograph and the printing press are also re- 
garded as necessary tools. Not that it is necessary for 
a school to own a printing press, but to make use of one. 
Doing without necessary printing is stupid economy. 
Printers' ink pays. And it pays to print cards, announce- 
ments, programmes and similar material in the best pos- 
sible forms. Such printing soon pays for itself in in- 
creased gifts; and this represents corresponding spiritual 
gains. 

Teachers and officers make use of the mimeograph in 
various ways : invitations, letters, notices, programmes, 
reports and other uses. The postal card on the following 
page, used by a teacher in the Bethany Sunday-school, 
Philadelphia, shows one use of the mimeograph in inter- 
esting children. 

For the general purpose of a large school the Edison 
Mimeograph No. I, "for autographic reduplicating 
only," 1 will meet the need. 

Smaller schools will find it possible to make a very 
satisfactory mimeograph as follows : 

Materials — i pint of water. 

4 oz. white glue (cost $0.15) 
16 oz. glycerine (cost $0.65) 

Put glue and water into double boiler. Heat until the 
glue is melted. Pour the glycerine into the glue, stir, and 
put the mixture into pan. Prick out bubbles and set aside 
in a cool, level place to harden. Write with stub pen on 
heavy paper with hektograph ink. Moisten hektograph 
with sponge dipped in warm water. Put copy on hekto- 
graph, face down. Let it remain ten or fifteen minutes, 
then remove. Fifty or more copies may be obtained by 
placing clean sheets of paper one at a time on the wax 

Address, A. B. Dick Company, 32 Liberty Street, New York 
City. 

327 




328 



SUNDAY-SCHOOL FURNISHINGS AND SUPPLIES 

impression and pressing smoothly and firmly with the 
hand. To remove writing, wash with warm water, and 
the hektograph is again ready for use. 

The church paper is a valuable aid in keeping the work 
of the Sunday-school before the congregation. But bet- 
ter still is the Sunday-school paper for magnifying the 
work of the school, enlisting the interest of parents, deep- 
ening the interest of the children, and, as one worker ex- 
presses it, "giving them a personal appreciation of their 
value to the community." The Parish Junior is the 
attractive name of the paper published by Trinity Sunday- 
school, Newport, R. I. Such papers are published 
monthly or quarterly, and bear, among other things, the 
names of all pupils who obtain a grade of the required 
per cent, for honorable mention. The expense of such 
publications is easily met, usually by advertisements. Any- 
way, it pays! A thousand-fold here, and in the life to 
come ! 

The stereopticon is another adjunct of value. The 
State Street Presbyterian Sunday-school, Albany, N. Y., 
has monthly stereopticon lectures for the pleasure and 
helpfulness of the pupils and teachers on subjects which 
are akin to the lessons being used by the school, such as 
the "Life of the Greeks and Romans" in their social and 
civic conditions, and on special aspects of the life of Bible 
times. Occasional stereopticon lectures on travel, the 
various countries and peoples, and other secular subjects, 
make pleasing and helpful entertainments, and bind the 
children with growing affection and pleasantest associa- 
tion to the church school. 

For conveying definite ideas of places and things, pic- 
tures and raised maps and models of special objects are 
easily obtained, but should be selected with great care. 
No doubt vast harm is often done through exhibiting pic- 
tures to children that give erroneous impressions, which 

329 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

cannot easily be effaced from the mind. The model of 
the temple, 1 by E. D. Fisher, may be highly commended 
for its accuracy and for its help to Bible students. This 
model is not a toy, but a carefully and scientifically con- 
structed model of the temple of Herod as it appeared in 
the time of our Saviour, prepared on a scale of one six- 
hundredth actual size. 

The model "Map of Jordan Valley," 2 showing the Dead 
Sea, Jordan River, Lake Gennesaret, and suggesting the 
typography of the outlying country, with prepared pieces 
suggesting the border of the Mediterranean, and that ad- 
mits of representing the interlying country by molding 
moist sand into hills and valleys, representing desert places 
by small pieces of stone and moss, and water by tin foil, 
makes an attractive map. 

A room given to models, maps, curios, and flowers from 
the Holy Land, pictures and drawings of the tabernacle 
and temple with appended explanations, and to other 
things illustrative of Bible customs and manners, will 
do its part in stimulating the interest of pupils and teach- 
ers in their study and understanding of the Scriptures. 

One should occasionally review the annual catalogues 
of Sunday-school publications, supplies and specialties of 
David C. Cook Publishing Company, 36 Washing- 
ton Street, Chicago, 111. ; the Twentieth Century Sun- 
day-school Bureau, Paterson, N. J. ; Theodore M. Ham- 
mond, Milwaukee, Wis. ; W. B. Jacobs, 132 La Salle 
Street, Chicago, 111. ; Ward and Drummond Company, 7 
West Nineteenth Street, New York; Goodenough and 
Woglom Company, 122 Nassau Street, New York ; Mac- 
Calla and Company, 237-239 Dock Street, Philadel- 
phia, Pa. 

"Address, E. D. Fisher, Rock Island, 111. 

2 Address, Woodward & Lothrop, Washington, D. G, and 
New York City. 

330 



CHAPTER XXVII 

ORGANIZATION 

I. Organization is an underlying principle, conditio 
sine qua non, of the modern Sunday-school. Who can 
conceive of the operating of a railroad, the managing of a 
business, or the maintaining of a country school without 
organization? Yet some Christian workers cry out 
against organization, and say that we are "organized to 
death !" The opposite is true. Thousands of Sunday- 
schools are in hopeless impotency to-day because of loose, 
slovenly ways, and are dying for want of simplest com- 
mon-sense business methods. Such "workers" are never 
guilty of trying anything new nor of planning for things 
old. Either they are densely ignorant or wilfully negli- 
gent, trees that cumber the ground — the men that have 
made judgments chaos, and lost our youth to calamity 
needless and merciless. 

But what is organization ? By organization we do not 
mean confidence in clever diplomacy, heedless that power 
lies with God; nor do we mean by organization that a Sun- 
day-school can be run like a machine. We mean rather 
that we are to work as God works, by counsel and method, 
mindful that there is such a thing as cause and effect, and 
that God's great universe is permeated by law. "All's 
love, yet all's law." If we are to have part in the great 
plan of God we must be methodical, with practical, or- 
derly, progressive ways of working. The Almighty is 
the All-Methodical — that is Isaiah's reasoning in his les- 
sons from the husbandman. 1 "Jehovah of hosts is won- 
1 Isaiah 28 : 23-29. 
331 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

derful in counsel, and excellent in that sort of wisdom 
which causes things to succeed." 1 Organization also 
means that machinery is nothing save there is power in 
it and back of it; so in the organized Sunday-school, we 
know that nothing is of value save the Holy Spirit 
is in and through all. Along with organized forces, there- 
fore, the closest personal care, heart interest and individual 
prayerful endeavor is brought to bear on each individual 
member of the school. 

II. Since every plan and procedure of Sunday-school 
work, all that we do and do not do, affects the organic 
growth of the school, we are ready to ask, How can we 
mobilize the work, correllate the several parts and make 
them mutually helpful? 

I. First, there should be an executive or superintend- 
ent's cabinet. Of course, large responsibility rests with 
pastor and superintendent. But it has happened not infre- 
quently in smaller schools that the superintendent cannot 
be depended on for initiative or "carrying through" the 
work of the school. How many a Decision Day, Easter 
Day and other important services have passed unnoticed 
because not thought of until too late for suitable prepara- 
tion ! Living along — or dying along — in such a rut, our 
youth have dropped by the way. Why wonder? 

The executive, cabinet, or board of managers consists 
usually of pastor, officers and one or more appointed teach- 
ers, sometimes including representatives of adult 
classes and of officers of the church, also the chairmen 
of the various departments of the school. Weekly or 
monthly meetings are held; at the written request of two 
or more members, as the executive may determine, special 
meetings must be called by the superintendent. It is the 
duty of the executive to devise plans for the regulation 

1 Isaiah 28 : 29, translation of Professor George Adam Smith, 
The Book of Isaiah, Vol. I, p. 166. 

332 



ORGANIZATION 

and general improvement of the school, and to consider 
all matters pertaining to its interests. Written reports 
of recommendations are then made to the Teachers' As- 
sociation, which includes all the officers and teachers of 
the school, and the pastor of the church. In the Roll- 
stone Congregational Sunday-school, Fitchburg, Mass., all 
business is planned, and so far as possible executed by 
the board of managers, which also has charge of the ap- 
pointment of all committees for concerts, Christmas, 
promotion days, picnics, etc. The advisory committee is 
another term used, as in the First Presbyterian Sunday- 
school of Springfield, Ohio, where the committee consists 
of seven members, including pastor, superintendent and 
assistant superintendent, and has the work of grading and 
arranging scholars into classes, advising the appointment, 
transfer or removal of any or all teachers or pupils ; of 
providing substitute teachers, visiting absent teachers and 
scholars or causing others to do so ; of devising ways and 
methods to awaken an interest among those competent to 
instruct, so that an efficient and sufficient supply of per- 
sons may be available for teaching. This committee de- 
cides the hour for holding the sessions of the school, time 
and place of teachers' meetings, anniversaries, etc. In 
placing the scholars in classes, the advisory committee of 
the Park Church, Elmira, N. Y., is absolute. The schol- 
ars are allowed to send in a written request as to the class 
they may wish to enter, but must abide by the decision 
of the committee. The importance of such executives is 
apparent. Teachers have the burden of teaching, and 
should be relieved of business details as largely as possi- 
ble; at the same time they must be sufficiently consulted 
on all things. The executive or cabinet meets the need. 
Let us not confound it with the teachers' meeting. 

2. The selection and election of the officers of a school, 
apparently a simple matter, is often a delicate task, as 

333 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

difficult as important. The old and clumsy way of elec- 
tion at the annual meeting of a church is necessary in some 
parishes because of their personnel. But when possible it 
is left to the teachers or the executive of a school, some 
official board of the church being required to give its ap- 
proval. In the Central Congregational Church, Fall River, 
Mass., the superintendents are nominated by the board of 
managers and the nominations are confirmed (or other- 
wise) at the annual meeting of the church. The superin- 
tendent appoints the department supervisors, the secretary, 
treasurer, librarian and historian, subject to confirmation 
of the board of managers at its annual meeting. The de- 
partment supervisors appoint all assistants in their de- 
partments, subject to approval of the executive commit- 
tee. . 

3. Discretion and care in the selection of teachers is 
also essential. Teachers should never be appointed in- 
discriminately. Their selection is usually made by the 
superintendent or pastor, subject to ratification by the 
Teachers' Association. In some schools the recommenda- 
tion of teachers is in the care of a committee on 
teachers, or department supervisor, an officer with that 
special duty, his recommendations being subject to ratifi- 
cation by the superintendent or the Teachers' Associa- 
tion. 

The manual of the Collingwood Avenue Presbyterian 
Sunday-school, Toledo, Ohio, defines the duties of each 
officer, when and how elected and term of office, the duties 
of the teachers and what will be required of them, to- 
gether with rules for the government of the entire school. 
After a careful reading teachers are expected to endorse 
the rules and promise to abide by them by signing their 
names on a list provided for that purpose. 

4. If pupils are to have continued and growing inter- 
est in the progress of a school, they must be kept in touch 

334 



ORGANIZATION 

with its work. To this end the secretary's report is essen- 
tial. The whole school has pleasurable interest in that re- 
port, and a right to it. The secretary should have assist- 
ance sufficient to ensure a complete report at the close 
of every session of the school. The secretary's report for 
the day should include, usually, items that will enable one 
following the report to gain an intelligent idea of just 
what the school has done for that day in comparison with 
what it might have done, and in comparison with what 
it actually has done in the past. For instance, in the 
Walnut Street Presbyterian Sunday-school, Philadelphia, 
Pa.., the first item read is the total enrolment of the school ; 
next, the total number present for the day, followed by 
the total present for the same Sunday of the year pre- 
vious (with this some schools include reports of the 
weather for that day) ; then the percentage of enrolment 
present for the day, followed by the percentage of the en- 
rolment present for the same day of the year previous. 
Following this are announced the percentages present for 
the day in the Adult Department, the Senior Department, 
the Junior Department and the Primary Department. 
This shows which department has done best in attendance 
for that day. 

As an aid to the secretary in his work, that the school 
may continue its personal care and hold of every pupil, 
teachers' blank report forms should be used in the smaller 
as well as in the larger schools. The home-made mimeo- 
graph 1 makes this possible even with such schools as 
"must count their pennies." In the Simpson Methodist 
Episcopal Sunday-school, Brooklyn, N. Y., slips are used 
to notify the secretary of change of address, transfers to 
other classes, or of cases where names should be dropped 
from the roll. The following is a specimen, "Please trans- 

1 See Chapter XXVI., on Sunday-school Furnishings and Sup- 
plies. 

335 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

fer" or "Please drop from the roll" being substituted in 
the other slips for "Please change the address." 



SIMPSON M. E. SUNDAY-SCHOOL, 
Brooklyn, N. Y. 



79O 

To the Secretary : 

PLEASE CHANGE THE ADDRESS OF 

Name - 

From - 

To 

Class No 



Teacher. 



When a pupil's name is dropped from the roll, the rea- 
son therefor should be reported to and recorded by the 
secretary. 

The importance of records, the care that successful 
schools are giving to the details of their work and the in- 
terest of laymen in it, is suggested by the Rev. S. E. East- 
man, of the Park Church School, Elmira, N. Y., say- 
ing: "There is much devotion to the school on the part 
of many members of the church, sacrificing time and 
ease and pleasure for the sake of its success. Our 'lady 
of the figures' who prepares the reports takes at least 
two days in each week for the Sunday-school. Our man 
who sees to the printing is a busy lawyer, but he, with 
his stenographer, never fails us, and so of many of the 
teachers." The Modern Methods Sunday-school Class 
Book 1 is a new book for class records, suited to the 

1 The Mercury Publishing Co., publishers, Newport, R. I. 
Books, capacity for eighteen pupils, 10 cents each, or $1 per 
dozen, postpaid. 

336 



ORGANIZATION 

requirements of modern Sunday-schools, with provision 
for personal and family data of each pupil now required 
to be recorded, with a simplified, comprehensive system 
of marking, and with pages so arranged as to require the 
writing of the names of pupils but once for the whole 
year, including the record of all data. The book lightens 
the labor of teachers and Sunday-school secretaries, and 
its comprehensive data, which is now regarded as essen- 
tial by progressive schools, is an inspiration as well 
as aid to teachers and all Sunday-school workers. We 
believe that this new record book has superior advantages 
even over the card system. 

5. Special officers for special work. The superin- 
tendent of classification, to whom reference is made in 
Chapter XI, is usually given the responsibility not only 
of welcoming and knowing new pupils, and of placing 
them in classes, but also of attending to the promotions 
from one department to another and the changing from 
one class to another. Again, as in the Washington Street 
Congregational Sunday-school, Toledo, Ohio, he has gen- 
eral oversight and care of the rolls; reviews the class 
cards to notice irregularities, etc. ; makes out the honor 
rolls ; turns over to the school biographer quarterly the 
names of new members to be entered on his book and 
the names to be dropped; and gives the Christian En- 
deavor Sunday-school committee the names of absent 
members to look up and report upon. 

The birthday secretary is another special officer, who 
finds his hands full and his heart enlarged in keeping the 
school acquainted with birthdays, and in extending birth- 
day greetings by letter or otherwise to the members of the 
school. 

The work of the Hyde Park Baptist Church, Hyde 
Park, 111., is divided into departments, over which are di- 
rectors, called Directors of Spiritual Life, of Instruction, 

337 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

of Benevolence, of the Library and of Public Exercises. 
This school also has an appointed examiner who has 
supervision of examinations, and has principals over the 
several study divisions : A, the Elementary Division ; B, 
the Secondary Division; C, the Adult Division; D, the 
Home Division. 

In the Bethel Presbyterian Sunday-school, East Or- 
ange, N. J., it has always been the aim to have every 
teacher and officer a member of at least one committee. 
All the regular work of the school is divided among four 
regular standing committees, the "Benevolent and Mis- 
sionary," "Social and Entertainment," "Music and Spe- 
cial Exercises," "Library and Literature." Regular 
monthly meetings of the teachers are held, at which these 
committees make regular reports, and when all other mat- 
ters pertaining to the interests of the school are discussed. 

6. The part of pupils in school organization is large 
and important, and this should be made clear to them. 
Teaching is not the end of our work, nor is conversion, or 
church membership ; these are but parts of the whole, 
steps by the way, of what we call Christian growth — 
growth in holy character and holy service. Truth must 
become incarnate, our religion a living thing; our faith 
have hands and feet, voice and heart, that are about our 
Father's business. The plan of encouraging scholars to 
visit other members of their classes, the absent and sick, 
to visit the aged with gifts of flowers or other kindly 
remembrance, to give sympathy and help to some forlorn 
and needy people, and of stimulating pupils to regard the 
good and growth of the school and to work for new schol- 
ars — all this is simple, possible, practicable and helpful 
to Christian growth, developing a spirit of service, mak- 
ing the beginning of a training for it and giving a taste 
of it. Those Sunday-school workers who ignore this law 
of development will never lead their pupils to large Chris- 

338 



ORGANIZATION 

tian experience. In recognition of the importance of the 
individual, some schools print card "reminders" on which 
are outlined the Sunday-school announcements, such as 
library, hours of meetings, the privileges of pupils as 
members of the school, awards of merit, honor rolls, re- 
quirements for records, awards for bringing in new schol- 
ars, ways of helping the school, requests of notification 
of sickness, appeals for providing and distributing flowers, 
class and school rules, etc. Such cards are given to mem- 
bers of the school and to new members, bearing to them 
also words of the school's warm welcome ! 

7. As a suggestion for a model constitution and by- 
laws, we append the following : 

CONSTITUTION 



ARTICLE I 



NAME 

This school shall be called The Sunday-school of Cal- 
vary Baptist Church of Washington, D. C. 

ARTICLE II 

ORGANIZATION 

The organization of the school shall be as follows : 
Adult, Junior, Intermediate, Primary, Kindergarten and 
Home Departments. 

ARTICLE III 

OFFICERS 

The general officers of the school shall be the pastor, a 
superintendent, a secretary, a treasurer, and a librarian; 
and there shall also be six associate superintendents, a 
secretary of the Teachers' Bible Club, and such assistants 
as these officers may appoint, with the approval of the 

339 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Board of Management. All officers shall be members of 
the Calvary Baptist Church. 



ARTICLE IV 

TEACHERS 

All permanent teachers and visitors in the Home De- 
partment shall be members of a Baptist Church, and each 
teacher and visitor hereafter appointed shall be recom- 
mended by the associate superintendent having charge of 
the department in which such person shall serve, which 
recommendation shall be approved by a vote of the ma- 
jority of the Officers' Council acting upon such recom- 
mendation. Each substitute teacher shall be a professed 
Christian. 

ARTICLE V 

ELECTION OF OFFICERS 

Section I. The officers of the school shall be elected 
annually by the Board of Management, on the last Thurs- 
day evening in December, and they shall hold office for 
one year, or until their successors are elected. At this 
meeting the officers shall name their assistants. 

Sec. 2. All elections must be by ballot, and a majority 
vote of those present shall elect. 

Sec. 3. Vacancies in any office may be filled at a meet- 
ing of the Board of Management called in the usual way 
of calling such meetings and for that purpose. Not less 
than two weeks' public notice shall be given of such 
meeting. 

ARTICLE VI 

BOARD OF MANAGEMENT 

There shall be a Board of Management, which shall 
consist of the pastor, officers, teachers, and "visitors," 
which shall have direction of the affairs of the school. 



340 



ORGANIZATION 
ARTICLE VII 

STANDING COMMITTEES 

There shall be two standing committees appointed by 
the superintendent immediately after the annual meet- 
ing, subject to the approval of the Officers Council, as fol- 
lows : 

1. A finance committee, consisting of nine persons — the 
treasurer of the school to be chairman ; the superintendent 
to be a member; the other seven members to be chosen 
two from the Adult Department and one from each of the 
other five departments of the school. It shall be the duty 
of this committee to provide ways and means to carry on 
the work of the school, to direct the method of the col- 
lections, and have charge of all financial matters. 

2. A library committee, consisting of nine persons, of 
which the librarian shall be chairman. It shall be the 
duty of this committee to make the necessary rules for 
the government of the library, and purchase new books 
out of funds appropriated for that purpose. 

ARTICLE VIII 

DUTIES OF OFFICERS 

Section I. The superintendent shall have general super- 
vision and direction of the school, and shall preside at 
all business meetings, and at the meetings of the Teachers' 
Bible Club, and shall have such powers as are usually 
connected with the office, and shall close the exercises 
in the Adult Department except when otherwise engaged. 
He shall be ex officio a member of all standing com- 
mittees. In the absence of the superintendent, the pastor 
shall be acting superintendent, but he may designate one 
of the associate superintendents to perform any of the 
duties usually devolving upon the superintendent. 

Sec. 2. The duties of associate superintendents shall be 
as follows : One shall have charge of and conduct the 
opening exercises of the Adult Department; one shall 
have charge of and conduct the exercises of the Junior 
Department; one of the Intermediate Department; one 
of the Primary Department; one of the Kindergarten. 

341 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

One shall have general supervision of the Home De- 
partment work. 

Sec. 3. The secretary shall keep minutes of all meetings 
of the officers and of the Board of Management, shall 
keep a record of the membership and attendance of the 
school, shall report the attendance on each Sunday morn- 
ing to the associate superintendent in charge of the 
Primary, Intermediate, Junior and Adult Departments, 
and perform all the duties usually devolving on such an 
officer. 

Sec. 4. The treasurer shall attend to taking the col- 
lection, having charge of all the funds belonging to the 
school, and shall disburse them by check upon the written 
order of the finance committee and the approval of the 
superintendent. He shall deposit all funds in some bank 
to be designated by the Finance Committee, and shall 
keep a permanent record of all receipts and disbursements. 

Sec. 5. The librarian shall have charge of all books, 
maps, etc., belonging to the school, attend to distributing 
and collecting the books, and keep a record of all books 
given out and returned. 

Sec. 6. The secretary of the Teachers' Bible Club shall, 
under the direction of the leader, prepare a programme 
for each meeting, designate the members to take part, 
keep a record of the attendance, and make such reports as 
may be required. 

ARTICLE IX 

REPORTS 

The superintendent, associate superintendent, secretary, 
treasurer, librarian and secretary of the Teachers' Bible 
Club shall make written reports, at the regular quarterly 
business meetings, and such other special reports as shall 
be required by the Board of Management. 

ARTICLE X 

AMENDMENTS 

This Constitution and the By-Laws following may be 
amended at any regular meeting by a majority vote of the 
members present, providing that two weeks' notice has 
been given of the proposed amendment. 

342 



ORGANIZATION 
BY-LAWS 



The regular session of the school for the study of the 
Bible shall be held at 9 130 o'clock each Sunday morning, 
unless otherwise ordered by the Board of Management 
and approved by the Church. 

II 

The general officers of the school and the associate 
superintendents shall constitute an officers' council, and 
shall meet once a month. 

Ill 

The Teachers' Bible Club shall meet on each Thursday 
evening, at 7 o'clock, unless otherwise ordered by the 
Board of Management. 

IV 

Regular business meetings of the Board of Manage- 
ment shall be held quarterly during the week following 
the first Sunday of January, April, July and October, 
when reports shall be submitted by each officer. The an- 
nual business meeting shall be held on the last Thurs- 
day evening of December, and if the business is not com- 
pleted the meeting may be adjourned from time to time 
by a majority vote of the members present. A quorum 
shall consist of not less than fifteen members. 



The order of the exercises for the regular business 
meetings shall be as follows : 
1st. Prayer. 

2d. Reading of the minutes of previous meetings. 
3d. Reports of officers. 
4th. Reports of committees. 
5th. Unfinished business. 
6th. New business. 
7th. Adjournment. 

343 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

In the manual of the North Church Bible-school, Cleve- 
land, Ohio, are the following excellent requirements : 

Co-Operation 

Is to be continually the keynote of our work and the 
secret of our success — pastors, officers, teachers, pupils. 
The interest of one, the interest of all ; the interest of 
all, the glory of Christ's Kingdom in the Church which 
He has chosen as His own. 

Right Beginning 

Teachers and officers should be in their places ten 
minutes before the opening of the school, which is always 
promptly at 2 o'clock. 

New Scholars 

Should be presented at once to one of the superintend- 
ents, and their names in no case entered on the class roll 
until placed in the class by the superintendent of the 
division. 

Visitors 

Cannot take the place of scholars in any class, but should 
be introduced to one of the superintendents, and by him 
seated where most convenient. 

Study of the Lesson 

The thirty minutes, from 2.40 to 3.10, will be fully 
given to the study of the lesson in each class. No inter- 
ruptions of any description will be allowed during this 
time. 

This last point should be printed in big, bold type and 
put into the hat of every superintendent and teacher. 



344 



CHAPTER XXVIII 

THE RELATION OF THE PASTOR TO THE SUNDAY-SCHOOL 

The ideal relations of the pastor to the Sunday-school, 
like that of the superintendent, can be set forth only in 
the light of the work of the school as a whole. But cer- 
tain relations of the pastor to the school determine other 
relations and require special mention, and that is the pur- 
pose of this chapter. I shall not refer, however, to the 
more familiar duties, such as of prayer for the school, 
heart interest in it, love for the children and acquaintance 
with them, keeping the school before the church through 
public prayer and announcements, personal visitation of 
pupils and parents in their homes and similar essential 
duties. Such duties certainly are met by the intelligent 
and consecrated ministry of to-day. But there are other 
relations, familiar perhaps, but of such fundamental im- 
portance as to compel special mention. 

First, the place of the pastor in the Sunday-school can- 
not be taken by another, however efficient the superin- 
tendent or however complete the organization of the 
school. Indeed, it is the efficient superintendent — the 
man who sees things and brings things to pass — who ap- 
preciates the importance of the pastor's presence, sym- 
pathy, counsel and influence in all the work of the school ; 
and who realizes that the presence and co-operation of the 
pastor is helpful to the scholars if for no other reason 
than just because he is the pastor of the school. But the 
day is fast passing when the "just because" is all that is 
expected or required in the work of the Bible-school. 

345 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

That work is so basal and so vital, so manifold in its ex- 
actions and so urgent and desperate in its need, that the 
pastor's consecrated head and hand and heart are required 
at its centre, along with other consecrated lives ! A 
word, then, as to the relation of pastor and superin- 
tendent. 

When there is the spirit of the Master with both super- 
intendent and pastor, as we gladly believe there usually is, 
it is unthinkable that any personal sensitiveness of either 
should be allowed to cripple the work, even in the least 
of ways. If they may sometimes differ in their judg- 
ments, they will yet be united in spirit and purpose, 
and in loyalty to the souls over which God hath made 
them overseers. We have no fear of collision between 
pastors and superintendents. On the contrary, we expect 
happiest relations in mutual helpfulness, and of deepening 
and growing affection under the common inspiration of a 
great cause. 

2. The pastor, of course, will encourage laymen to 
engage in the work of the Bible-school, and, as largely 
as possible, will place responsibilities with them. A larger 
and increasing laic service, indeed, is a dominant idea of 
the new evangelism. No one can understand the larger 
religious life that is moving like an ocean tide through the 
Christian world, who overlooks the principle of laic ser- 
vice. The wise pastor, too, will remember that from the 
very inception of Bible-schools, under the old Jewish 
law, in the teaching of the synagogues and later in the 
catechumenical schools of the Christian Church, and down 
through the centuries, laymen have held honored and re- 
sponsible places in Bible-school work. In Bible times 
clergy and laity shared the arduous duties of teaching. 
It is so in the Roman Catholic Church now. There came 
a time, however, when Protestant clergymen apparently 
regarded their teaching duties as prescribed by the duties 

346 



RELATION OF PASTOR TO SUNDAY-SCHOOL 

of the pulpit, and to the grown-up folk of the congrega- 
tions. But now there is a call for the return of ministers 
to the Bible way of working; and from no one is there 
more urgent call than from earnest superintendents. 

3. Having recognized the responsible part of laymen 
in the work of Bible-schools, I desire now to say what, 
perhaps, is our most important word on the relation 
of the pastor to the school, namely, that the pastor is the 
responsible head of the school of his church! Whether 
or not the pastor should superintend his own Sunday- 
school must be determined by local conditions. I believe 
that much can be said in favor of a pastor so doing in the 
majority of schools. If the pastor is superintendent, he 
should delegate the work to others as largely as possible, 
and train them for sharing its responsible duties. For- 
tunate, indeed, is the minister if blessed with a gifted and 
consecrated superintendent; even then there are honors 
enough to go around! If the superintendent is forget- 
ful or not always capable, then the responsibility that falls 
to the pastor is the greater, and only a faithful discharge 
of all duties will meet the demands of his holy office. Be- 
cause the pastor is the responsible head, there must be an 
account rendered to God by him for each soul entrusted 
to the Church for Christian care and nurture. It is the 
pastor's duty — and even preaching duties cannot absolve 
him from it — to see that the work of the Sunday-school 
is done and that its every interest is advanced! If the 
superintendent or other workers fail in planning or do- 
ing, it is the pastor's solemn responsibility, with all possi- 
ble tact, considerateness, kindness and firmness, to see 
that things are brought to pass. The pastor is the pastor 
of the school, because the school is a part of the church ; 
therefore, his duty to the school is as his duty to other 
departments of church work, nothing less! Do some 
schools question the pastor's supervision? Bishop John 

347 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

H. Vincent, D.D., says : "The Sunday-school is pre-emi- 
nently the field for laic labor, and yet the pastor . . . has 
the same abstract right to guide in all matters that pertain 
to instruction in his Sunday-school that he has in his 
pulpit. . . . We assert that the Sunday-school can never 
so belong to the laity as to justify it in putting an injunc- 
tion upon the pastor's oversight and direction there. His 
is the original right. The laymen become sharers in it 
by virtue of their service, and the pastor should conserve 
these mutual rights with prudence, fidelity and deli- 
cacy." 1 Of course, there is much in the way we do 
things. A minister is not in the Sunday-school for the 
exhibition of mere ecclesiastical authority. If he is the 
responsible leader, he is also the servant of all, and his 
work is to be tempered by the spirit of Christian charity, 
tenderness and humility, "even as the Son of man came 
not to be ministered unto but to minister." 2 

It requires also to be said that there is an immediate, 
as well as a final, account which ministers must render. 
Successful churches, as well as corporations, must per- 
force localize responsibility, and they have the right to 
hold the pastor responsible for the successful manage- 
ment of the church-school. And recognition of such min- 
isterial responsibility is a striking characteristic of prac- 
tical religious thinking of to-day. We shall now be helped 
in seeing how this principle is being applied and in noting 
some of its effects. 

The pastor of the First Baptist Church, Lynn, Mass., the 
Rev. Tillman B. Johnson, nobly writes : "The pastor's in- 
terest determines the attitude of many. I have served this 
church for ten years, and when / awoke five years ago 
our school increased more than one hundred within the 
year." Of course ! When the "head" wakes up, will not 

1 The Church School and Normal Guide, p. 103. 

2 St. Matt. 20:28. 

348 



RELATION OF PASTOR TO SUNDAY-SCHOOL 

the hands and the feet ? What shall we then say of work 
that flags? 

In the Park Church, Elmira, N. Y., both ministers de- 
vote full half of their time to that department of the 
church, the Sunday-school, which, "like the Empire Ex- 
press, has the right of way." They find the fruits of 
their labors in the increased growth and life of the church. 
Indeed, this school with its record of inspiring results is 
an object lesson to the Christian world of the value of 
such consecrated toil. Note further the plans of this 
church. The first Sunday of each month is Children's 
Sunday, and is devoted exclusively to the Sunday-school. 
The sermon is to the children. It is the immovable feast. 
Nothing has interfered with it for thirty years. One of 
the pastors, Rev. S. E. Eastman, conducts the Friday 
evening teachers' meeting for normal work, and says : "I 
would much rather fail to be present in the pulpit than 
here. In my judgment, the former failure would be of 
slight importance compared with the latter." 

The names of other pastors who have realized surpris- 
ing results through the devotion of time and energy to 
the work of the Bible-schools are omitted for want of 
space. We could mention school after school in country, 
village and city where, through the larger devotion of 
workers and improved methods, the record of increase in 
attendance and interest and the additions to churches from 
the membership of schools reads like a romance. The 
churches as a whole, too, have been quickened; and in a 
true sense and in the best sense are experiencing a con- 
stant revival ! 

4. Studying the plans of successful pastors, we note 
that the Rev. Floyd W. Tomkins, D.D., of the Church of 
the Holy Trinity, Philadelphia, superintends his school 
himself, and keeps in very close touch with the scholars 
and teachers, meeting the teachers every week to go over 

349 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

the lesson for the following Sunday and keeping an exact 
list of the scholars and their spiritual condition — that is, 
whether they are church members, and whether they have 
been baptized, etc. 

In the Glens Falls Baptist Bible-school, Glens Falls, 
N. Y., the pastor gives a five-minute normal talk at the 
opening of the school. 

The Rev. Frederick S. Sill, rector of St. John's Epis- 
copal Church, Cohoes, N. Y., personally takes the attend- 
ance each Sunday, going from class to class " without 
disturbing the teacher." He knows the scholars by face 
and name. When a school has an efficient secretary, a 
pastor may have the habit of passing from class to class 
at each session with a friendly greeting for teachers and 
pupils. Any plan is good which promotes acquaintance 
and cheers by personal interest. But such visitation of 
classes should never be made during the study period ! 
"Without disturbing the teacher" should be a watchword 
of every officer. 

The advisability of having parts of each Sabbath morn- 
ing's preaching service, or of stated special preaching ser- 
vices, in the interest of the Sunday-school can alone be 
determined by each church. The service not-down- 
in-the-calendar, in the interest of the school, should also 
be in the pastor's plan. A sermon by the pastor of the 
Central Presbyterian Church, Auburn, N. Y., at a time 
of special interest in lessons on the life of Christ as the 
school was about closing that special study was deeply 
impressive. The sermon deepened the teaching already 
given, revealed the personal interest of the pastor in the 
progress of the pupils, brought church and school to- 
gether, and forged another link between them. 

Whatever the plans of a minister or a church may be, 
care should be exercised not to so much as hint at any 
line of demarcation between the Sunday-school and the 

350 



RELATION OF PASTOR TO SUNDAY-SCHOOL 

"Church," for the Sunday-school is an integral part of 
the Christian Church. The Sunday-school is the Church 
in its union weekly study of the Word of God ! Such is 
the thought to be impressed on every congregation, and 
this is the effort of the First Baptist Church, Lynn, Mass., 
where, too, the children are made to feel and to say "our 
school," and where they are then taught naturally to say 
"our church." We observe the effort of an increasing 
number of ministers to enlist the entire church constit- 
uency in Bible study, placing emphasis on the importance 
of the Divine Word in the development of full Christian 
characters. In this work the Home Department is a 
great aid. 

5. Value of the Sunday-school to the Church. It may 
be said of the Sunday-school that it affords a larger op- 
portunity for enlisting and training Christian workers 
than is opened by any other department of church work. 
The pastor can secure valued aids in the school with 
whom he can share many responsibilities and burdens of 
parish work. In the First Presbyterian Church, New- 
port, R. I., the Pastor's Aid Society includes members of 
the Sunday-school as well as older members of the 
church. Calling lists are handed to members of the school, 
to whom also occasionally other work is assigned by a 
consecrated and tactful woman who acts as secretary of 
the society and keeps a careful record of all the work. 
This saves the pastor a vast amount of labor, accomplishes 
a needed work, and is a means of training young people 
in Christian service. 

In the First Presbyterian Bible-school, Peoria, 111., 
the work of the Home Department is under twenty com- 
mittees, whose work it is (in addition to visitation and 
other work of the department) to be responsible, each 
committee in turn, for one Sunday night's service. Twenty 
other committees acting in connection with the Sunday- 

351 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

school proper have charge of the Wednesday evening 
meetings, at which time the Sabbath-school lesson for 
the following week is studied. 

6. Now, if any part of this work is to be done by 
the pastor, actually as superintendent or quietly as the 
power behind the throne, he must have definite and clear 
ideas of the work to be accomplished, and of the ways 
of accomplishing it. How can we have such clear ideas ? 
Our theological seminaries have not equipped ministers 
for this important part of parish work. They have prac- 
tically ignored the Sunday-school. Indeed, the graduates 
of our theological seminaries are about as well prepared 
to supervise such parish agencies as to direct the opera- 
tions of grand trunk railways. But a short time ago a 
clergyman of national repute, one whose pastorates have 
been in large cities, and a former occupant of the most 
honored chair of his denomination, said to me, "Tell me 
how to run my Sunday-school. I know nothing about 
Sunday-school work." This is the twentieth century, but 
that good minister of confessed inability is not an excep- 
tion. Thus for years Protestantism has missed its chance ; 
has sown to the wind, and is now reaping the whirlwind ; 
divine appointments are neglected, many "Christian" peo- 
ple are conscienceless in church relations, while every- 
where are the great unchurched masses ! For more than 
much of which we have to thank our theological semi- 
naries. Of course, this should be denied. Is not the 
Pope infallible? As serious as this matter is, it yet pre- 
sents an amusing Protestant anomaly. But we have turned 
the corner of a new century and are facing a new future, 
full of mighty hope and power. Under the pressure, the 
demands of the Church must be met. The schools that 
first respond will have the gratitude of the Christian world 
and stand pre-eminent. But the coming good things can- 
not equip the burdened pastor of the present. How may 

352 



RELATION OF PASTOR TO SUNDAY-SCHOOL 

we have equipment now ? Let us suppose that our train- 
ing for the responsibilities of parish agencies had been 
thorough. Would that suffice for now? Does study of 
yesterday suffice for to-day? St. Paul could not preach 
old sermons, neither can the growing minister. Preach- 
ers of to-day realize the necessity of progressive and pro- 
digious study, if pulpit work is to be successful or accept- 
able. So, too, if there is to be a successful Sunday- 
school, the pastor must keep informed. Can the blind 
lead the blind? If the leader does not lead, wherewithal 
will the followers be? If we are to be faithful shepherds 
and bishops of souls, we need to know every detail of 
Sunday-school work! We need to familiarize ourselves 
with the improved methods of administration that are 
being suggested through the new principles of pedagogy, 
child study and scientific research. We need to con- 
tinue earnest students of methods in the light of their 
underlying principles. Every good book on such sub- 
jects must be our book. We would also commend to pas- 
tors The Church Economist ! as a valuable and sug- 
gestive paper, especially devoted to a study of methods of 
the various parish agencies. 

\Address, 31 Union Square, West, New York. 



353 



CHAPTER XXIX 

A PLEA FOR LESS PREACHING AND FOR MORE TEACHING 

We have seen that the Church is entering a new epoch of 
growth in power and influence. In keeping with this 
strenuous, spiritual life which pulses new in the heart, 
and as the hope of the Church to-day, and in the keeping 
with the command of Jesus: "Go make disciples of all 
the nations, . . . teaching them to observe all things 
whatsoever I have commanded you," 1 — the matter before 
us in this chapter is a plea for one preaching service and 
one teaching service a Sabbath. We would not be under- 
stood as depreciating the virtue of church-going. We 
believe that those persons who sustain public worship 
through faithful attendance are sustaining that which is 
essential to Christian character. We are at one, then, all 
of us, in our desires for the work, and that God may be 
glorified thereby. Inspired by such desires, we make 
plea for one preaching service and one teaching service a 
Sabbath, and for three urgent reasons. We believe that 
this plan conserves, 

First, the strength, and the best possible placing of that 
strength, and conserves in all ways the larger and better 
service, of the pastor. 

Second, the deepening of the spiritual life, and the 
larger and better service, of the people. 

Third, the furthering and strengthening of every de- 
partment of the Church in the great work of the King- 
dom of God. 

1 Matt. 28 : 19, 20. 
354 



LESS PREACHING AND MORE TEACHING 

Our study of the subjects is in the order named, thus 
bearing the suggestion that the work is the most impor- 
tant consideration of all. At the same time, we cannot 
forget that the work in no little measure rests with pastor 
and people. Therefore, whatever conserves their inter- 
ests conserves the interests of the work. 

I. We consider, first, how the plan of one preaching 
service and one teaching service a Sabbath conserves the 
strength, and the best possible placing of that strength, 
and conserves in all ways the larger and better service, of 
the pastor. 

With the paramount claim of the Bible-school upon the 
time, thought, and strength of a minister, how is it possi- 
ble for a pastor to meet that claim if pulpit work is to 
continue to appropriate such a large part of his time? 
Indeed, the surprise is that a minister can find time to 
prepare one sermon a week. Ian Maclaren has given an 
outline of a minister's average weekly experience, show- 
ing how from Monday morning through all the days of 
the week on into Saturday varied, appealing and com- 
manding interests practically absorb all of a minister's 
time, leaving him not without a fight any time whatever 
for study and preparation of sermons. In speaking of 
these various demands on a minister's time, Dr. Watson 
further says, "So far as I know, these details are not 
exaggerated." 1 Notwithstanding the multitudinous de- 
mands upon a minister's time, churches are exacting 
(and they have the right to be exacting) in their high 
requirements of pulpit services. If a preacher, there- 
fore, is to be fresh and helpful always, a growing 
preacher, think of the thousand and one books — and a 
few more — that a minister must constantly be reading. 
He must know the times in which he lives, the advances 

1 "The Cure of Souls," Lyman Beecher Lectures on Preaching 
at Yale University, p. 228. 

355 







MODERN METHODS IN SUNDAY-SCHOOL WORK 

in the various departments of thinking, and above all 
must know the new light which is constantly streaming 
in upon the Scriptures through archaeology, literary and 
linguistic studies. To this one department of thought 
alone large study must be given. In addition to all this, 
Rev. Henry Van Dyke, D.D., LL.D., urges that ministers 
should have intimate acquaintance with popular litera- 
ture — "literature in the broader sense as it appeals to cul- 
tivated and intelligent people in general, including con- 
temporary history and criticism, poetry and fiction, popu- 
lar philosophy and diluted science. This kind of litera- 
ture is the efflorescence of the Zeitgeist. . . . The 
preacher who does not know what his people are reading 
does not know his people." 1 

But is it enough that a minister should read and study? 
Time is also required for meditation and assimilation. 
Rev. Charles Edward Jefferson, D.D., says : "It is a 
popular notion that the preacher's hardest work is the 
writing of his sermons. His most arduous labor is pre- 
paring, not his sermons, but himself. Any one can write 
down a sermon after he has the sermon in him ; but to get 
one's soul into that mood in which sermons blossom, to 
lift one's self to those high altitudes at which the Word of 
God is audible, ah, there's the rub ! What study ! What 
meditation! What prayer! A sermon is not a thing 
that can be dashed off at any moment and without heart- 
strain. A sermon grows. Growth requires time. A ser- 
mon eats up the life-blood of a man. To keep the foun- 
tains of his life from running dry is the minister's most 
critical problem. He must be an indefatigable worker. 
Intellectual treasures from every quarter must be swept 
into his mind by reading, wide and constant. He must be 
a student. He must dig deep in the mines of thought, 

*"The Gospel for an Age of Doubt," The Yale Lectures on 
Preaching, pp. 4, 5. 

356 



LESS PREACHING AND MORE TEACHING 

and wrestle with the problems which distress the age 
and the ages. He must meditate. He must have time 
to keep still that great thoughts may take shape in him, 
that opinions may crystallize into convictions, and that 
dim truths may become clear. He must pray. He must 
continue long in prayer." 1 

In addition to all this, the many parish duties draw on 
a minister's strength and time; and some experiences 
cut to the deep of the very soul of the man. Families who 
mourn by the new-made grave know the meaning of 
poignant grief. But such experiences come often in a 
clergyman's life. True, he may not feel the grief as 
deeply as does the family (if calloused he may not feel it 
at all ; it were better then that he were anything other than 
a minister), but usually he feels deeply and suffers much 
both because of the experience itself and because of his 
feeling sympathy for those whom fain he would comfort. 

There, too, are other experiences that draw upon a pas- 
tor's strength. Who knows the almost constant cost 
upon his sympathies? (all of which are gladly given). 
How many holy secrets a pastor holds ! Then, too, his 
work, his hope, his prayer, for the spiritual and every 
welfare of the people of his care — all draw upon his 
every power, and upon life itself, quickening the feeling of 
insufficiency, and making imperative time for communion 
and prayer. 

Yet, study, sermons, and parish work are not all that 
tax a minister's strength. The harassing annoyances of 
work neglected and left undone, of lukewarm and mor- 
bidly sensitive people, the vulgar "feuds" of workers and 
families, and the hypocritical and hypercritical classes 
that one meets with in the average parish is, all of it, 
disheartening and depressing. 

Do we not see that there is need of readjustment of a 
1 Quiet Talks With Earnest People, pp. 55, 56. 

357 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

minister's work that his strength in some measure may be 
conserved? What plan is so suited to this end as that of 
one preaching and one teaching service on the Lord's 
Day? How, too, otherwise can a pastor devote such 
strength and time to the Bible-school as that work has the 
right to require at his hands? The work of the Bible- 
school will go undone, or go on in old ruts that for long 
have rendered it practically valueless, unless church work 
is so readjusted as to make it possible for a pastor to give 
such time, thought and strength to this work as shall be 
commensurate with its divine and paramount claims. 

Some one may answer by quoting that clergyman who 
is reported to have said recently that one who cannot 
prepare two sermons a week, in addition to other duties, 
better stay out of the ministry. That preacher may be 
right in his opinion, but we question even his ability to 
reach such high standard. One may go through the form 
of preaching, select a text and talk "finely" for half an 
hour. But is it a sermon? Does it take hold upon the 
hearts and consciences of people ? Does it persuade them 
to decision and action? It has been said, and we be- 
lieve truly said, that "The general standard of 'pulpit elo- 
quence' was never before so high as now, and the minis- 
ters are breaking down in their prime, and needing 
months of rest in every year, in their intense struggle to 
keep up with the intellectual movement of the time, while 
multiplying themselves as no minister of past genera- 
tions even dreamed of doing, in parish ministrations of 
every imaginable nature. Here again, this is certain, 
that the preacher is killing the minister." 1 

Now a question, how can pulpit service improve (in 
feeding souls as well as minds) when a preacher's ener- 
gies are so scattered? The Christian Work and Evan- 
gelist in a recent editorial said : "It is time that we cease 

1 Editorial, The Christian Work and Evangelist, April n, 1903, 
P. 521. 358 



LESS PREACHING AND MORE TEACHING 

to demand the impossible of our ministers and give them 
opportunity for the work to which they consecrated 
themselves, the work they long to accomplish — the care 
of souls. And to this end an entire remodelling of our 
views of the function of the pulpit is necessary. We 
must turn the kaleidoscope and let the pieces rearrange 
themselves — not those composing a single church only, 
but all the churches of a given denomination or a given 
town. It is simply absurd, as Dr. Parker used to say, to 
expect that 'a man can be regularly inspired twice every 
Sunday' ; and yet inspired he must be if in his preaching 
he is to penetrate beyond the intellectual to the spiritual 
in his hearers. The Reformed Churches on the Conti- 
nent, Lutheran and Calvinist, do better than we in this 
respect. They never expect the same man to occupy the 
same pulpit every Sunday. Who that has lived long in 
Paris or Geneva or Berlin does not know that he must 
consult the newspaper to learn which of four or five 
ministers is going to preach in the church he generally 
attends, or whether, to hear the man of his choice, he 
must not seek some other sanctuary? What a golden 
time that was in Paris in the seventies, when, going to the 
Chapelle Taitbout, one stood a chance of hearing the 
regular pastor, Senator de Pressense, or Bersier from 
the Church of the Star, or Theodore Monod from the 
North, or Roger Hollard or Georges Fisch, each always 
at his very best; for the sermon he was preaching was 
no ephemeral thing, born of a Saturday morning to 
perish with Sunday noon, but the product of weeks of the 
highest spiritual exercise, and to be repeated in six or 
seven different churches while the divine afflatus was still 
upon the preacher's soul. So preaching it was a spiritual 
message to the spirits of a large circle of men and 
women." 1 

1 April ii, 1903, p. 521. 

359 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

There are others who have declared that it is impossi- 
ble to prepare two sermons for each Sabbath. It was 
no less a man than that great English preacher, the late 
Dr. Robert Hall, who, when some one asked him, "How 
many discourses do you think a minister can get up in 
a week?" said, "If he is a deep thinker and condenser, 
one; if he is an ordinary, average man, two; if he is an 
ass, he will produce half a dozen." 1 

If, then, one sermon makes such demands on a minis- 
ter, how is it possible for him to meet the requirements 
of two preaching services, and yet prove faithful to his 
teaching duties, on which the coming church depends? — 
and faithful, too, to the many parish duties which his 
office requires? 

One sermon a Sunday would conserve the strength of 
a minister, sparing him the time and energy of both prep- 
aration and delivery of a second sermon (if sermon it can 
be called), and enabling him to place that time and re- 
serve power in the needed work of the Bible-school. 
With the larger inspiration that would come to him 
through larger results in his work, the concentration of 
energy and time, a better physical strength and spiritual 
vigor, we could expect a larger and better service through 
all his holy ministry. 

II. We may now consider how the plan of one preach- 
ing service and one teaching service a Sabbath conserves 
the deepening of the spiritual life, and the larger and 
better service, of the people. 

Consider, first, the interests of those faithful workers 
whose work it is that sustains and makes possible the 
Bible-school, and other departments of church work, 
who, in their zeal for the Kingdom, further sacrifice 
time, strength, and home life for the sake of sustaining 
a second preaching service. Now, it is the Church's duty 
1 Successful Preachers, Davies, p. 447. 
360 



LESS PREACHING AND MORE TEACHING 

to conserve and protect the health, strength and home 
life of these consecrated workers on whose work such 
mighty issues depend, as truly as it is the Church's duty 
to meet their needs spiritually. It is a time and physical 
impossibility for Christian workers to attend two preach- 
ing services, do their duty to the Bible-school, and at the 
same time be true to themselves and to their homes ! 
With three services a Sunday, how is true family life 
possible? It is sheer folly to preach family worship, the 
quiet hour, personal communion, nurture of one's own, 
fellowship of home, and then make Church requirements 
such as to preclude those holy privileges and duties on 
the Lord's Day, which is the day of all days when there 
should be regard for such sacred interests. If not then, 
when ? With the burdens of the week, in business, in the 
home, in the school, and with the varied social and multi- 
tudinous duties that come to all, there is only too little 
time for home life, social intercourse, family fellowship, 
worship and prayer. The home life requires to be con- 
served, and the Church should plan to conserve its every 
interest, and foster its growing Christian life. Is it con- 
sistent, therefore, to ask people to attend two preaching 
services and the Bible-school? also expect them to do 
personal woik, and such visitation as is a part of our pure 
and undefiled religion? Two services of whatever sort 
are sufficient to attend on the Sabbath. The rest of the 
day should be spent with one's family, in ways of refresh- 
ment for one's self, and, if possible, in errands of mercy 
and in taking the Gospel to the needy. The plan of one 
preaching service and one teaching service a Sabbath, 
therefore, is in the interest of our consecrated workers — 
in that it conserves their health, their strength, their 
work in the Bible-school, personal evangelism, the sacred 
interests of their homes, and the deepening of their 
spiritual life. 

361 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

The plan before us is of further value in its message 
to those church people who specially delight themselves 
in, and insist upon, the second preaching service. Who 
are these church religionists? Persons for the most 
part of goodly feelings, exemplary living, and generous 
impulses, but persons who lift not so much as one hand 
to help the Bible-school, and who are at ease through un- 
loading responsibility of such work, and of personal spir- 
itual work and visitation, by attending two preaching ser- 
vices on the Sabbath. A comfortable way, verily, of 
meeting responsibility! What pitiful delusion! We rec- 
ognize the need and urgency of public worship. But 
public worship is not the end but the beginning of Chris- 
tian obligation. If a blessing has been received through 
one preaching service it is far nobler to pass that bless- 
ing on through visiting some "shut in," or prodigal, or 
young person whose character is only now taking form 
— it is far nobler to "go teach" and to further the Chris- 
tian atmosphere of one's home than to evade these obli- 
gations through "sitting down" to hear the Gospel in a 
second sermon, which usually dispels the first. Wherein 
can we lay the knife to this sore of so many Christian 
lives? I believe that one of the first things to do is to 
change the popular standard of a successful church and a 
fruitful Christian life. George Frank Nason, in speak- 
ing of these standards, has truly said, "The innate selfish- 
ness of these standards is evident. The church that 
maintains regular services, pays its debts, and possibly 
gives a small sum to missionary purposes, is considered 
to be a successful church, especially if the services are 
well attended. The member who attends the services, 
pays his part of the expenses and lives a moral life, is 
called 'a consistent Christian' ! How shall the Church 
be wakened to the fact that it is not the field upon which 
ministers and officials are to spend time and prayer and 

362 



LESS PREACHING AND MORE TEACHING 

effort, but the force in God's hands and under the leader- 
ship of ministers and officials to take this world for 
Christ? The failure of the Church to reach the masses 
is one of the direct results of the dependence upon the 
pulpit rather than upon Christian men and women to 
'preach the Gospel to every creature/ . . . The Great 
Commission does not read, 'Come ye out from all the 
world and hear the Gospel.' We transcend the plans of 
the Great Leader when we expect men and women abso- 
lutely dead to things religious to come to the Church to 
be awakened from their indifference. Many of the people 
who are not now reached by the Church are hardened in 
sin and hate righteousness, but more are simply indiffer- 
ent to the Church and its teachings. Personal work and 
influence will accomplish that which can never be done by 
the pulpit or the public platform. These people are our 
neighbors and our neighbors' children, and they will die 
without God and without hope in the world unless Chris- 
tian men and women obey the command to go out into the 
highways and hedges and compel them to come in." 1 

Who can conceive of the spiritual effect of all, or a 
large part, of church people being enlisted in such per- 
sonal work? One preaching service and one teaching 
service will give church people both the time and oppor- 
tunity for such work ; and this plan further must impress 
upon their minds and consciences that the Church is not 
here for its own sake, but as "the force in God's hands" 
to take the world for Christ. The plan, therefore, re- 
sults in a clearer conception of Christian duty and of the 
mission of the Christian church, leads the people into a 
nobler, better and more efficient service, and into larger 
experiences of deepenings of grace. 

It is required further to be said that no people can 
digest two sermons a Sunday. Indeed, as Charles M. 

1 The Christian Work and Evangelist, p. 114, January 17, 1903. 

363 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

Sheldon, author of In His Steps, has said: "They can- 
not digest even one." We do not refer to sermons "in 
which are some things hard to be understood," but we 
refer to sermons that speak both to the heart and to the 
understanding. The greater the sermon, the simpler its 
form. A preacher requires time for meditation, for think- 
ing things through, for seeing truth in its several rela- 
tions; and a people no less require time for reflection if 
they are to make the truths of a service their own ! And 
the great purpose of preaching fails unless the truth 
preached becomes incarnate — unless hearers become epis- 
tles, "Known and read of all men." Those who insist on 
two sermons a Sunday are either following a mistaken 
standard of Christian living or are too indolent to do their 
own essential thinking. 

Therefore, another vital consideration in the interests 
of the people is that the plan of one preaching service and 
one teaching service drives home the responsibility of the 
people doing more Bible reading and religious thinking 
for themselves. Results take care of themselves. The 
Word shall not return void. 1 In all ways, therefore, the 
spiritual, physical, intellectual, home, church, and all in- 
terests of the people are advanced through the plan of 
one preaching and one teaching service a Sabbath. 

III. But what would be the effect of this plan upon 
the work? This is the all-important consideration. We 
meet the crucial question in the confidence and convic- 
tion that the plan of one preaching service and one teach- 
ing service a Sabbath would conserve the furthering and 
strengthening of every department of the Church in the 
great work of the Kingdom of God. What are some of 
the reasons for believing this true? First, the large and 
splendid spiritual results in those churches which place 
proportionate emphasis on the teaching, as well as the 

Isaiah 55: 11. 

364 



LESS PREACHING AND MORE TEACHING 

preaching, function of the Church. The churches that 
are growing numerically and spiritually, that are gain- 
ing older people and children, and that in a few years will 
vastly outnumber the membership of their neighboring 
churches because of natural growth out of larger and 
up-to-date Bible-schools, are the churches which recog- 
nize that the claim of teaching is paramount with the 
claim of preaching. Teaching as well as preaching has 
been divinely ordained for proclaiming the Gospel, and 
only those who are true to both these sacred trusts are 
truly blessed. 

A further reason for urging fidelity to teaching duty is 
that it holds us to the supreme purpose of our work. Has 
there not been a tendency, and that too on the part of 
devout people, though perhaps unwittingly, to measure 
the success of church work by the number of people that 
attend the preaching services of worship? If a preacher 
can draw large audiences, both night and morning, he is 
pronounced a success ! But is he ? Some several years 
ago, two comparatively young men were called respect- 
ively to the pastorates of two comparatively prominent 

churches in the great Eastern city of . Having 

been in their new work some several months, one asked 
the other, "How many people do you preach to Sunday 
nights?" The friend replied, "About two hundred and 
fifty." "Well," said the first speaker, "I preach to a 
packed house every night. Drop into my study sometime, 
and I will show you how I do it." In the course of time, 
the minister of the small evening audience came to the 
study of the other, who showed him his evening sermon 
subjects, all of which were highly sensational, as for the 
most part were the sermons. Both ministers continued 
their respective works, each in his own way. Two years 
ago these two men observed their tenth anniversaries as 
pastors of their respective churches. How did their work 

365 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

compare then? The church of the minister whose pur- 
pose was the crowd, and whose method was sensational, 
gave in the tenth year of his pastorate just $20 to Foreign 
Missions, and to other church Boards in proportion. The 
church of the minister who thought not of appearances 
but of results, and whose evening audiences were almost 
always small, was in the tenth year of his pastorate sus- 
taining five missionaries on the Foreign Field, and giving 
proportionately to church Boards at home ! Look where 
we will, the churches that are being blessed are those 
whose supreme purpose is thorough spiritual work for 
the glory of God. 

We may anticipate a criticism. We do not speak as 
one who has found the Sunday-evening service a prob- 
lem, speaking in the general understanding of that term. 
But results, in our judgment, are not commensurate 
with cost. Are the results of the second preaching ser- 
vice anywhere commensurate with the cost of that ser- 
vice? — the cost to pastor and consecrated workers of 
strength and blood ; the cost of the spiritual life of other 
members to whom the second service comes as an opiate, 
deadening conscious responsibility for personal service; 
the cost of the best life of the home, and the cost of the 
neglect of the foundation work of the church, namely, 
the Christian nurture of children and the teaching of the 
Word of God in the Church-school! 

We believe that even those churches whose second 
preaching service is largely attended on the Sabbath would 
do far more for the Kingdom of God by a proportionate 
placing of energy in the work of the Bible-school. It may 
be more spectacular to have a "crowd," but when we learn 
that again it is a matter of "loaves and fishes," of a "holy 
show," the glamour of the thing is gone. Even at its best, 
we do not believe that the second preaching service is other 
than disastrous in its effects, and especially depleting to 

366 



LESS PREACHING AND MORE TEACHING 

the work of the Bible-school. It has been remarked of a 

once noted preacher in the city of , who had power 

to draw a crowd, that they failed to sustain his work, 
that he was constantly appealing for outside aid instead 

of giving it, and that when he left , he left 

through his own hands two less churches of his denom- 
ination than when he went to that city. It is suggestive, 
too, that the Sunday-evening Men's Club movement has 
waned. Some of the very leaders of that work have 
abandoned it. And, too, some leaders of so-called 
"People's Churches," who talked much about their large 
audiences have returned to more conservative ways, 
having sought other fields, and some of their churches 
are not left with so much as one stone upon another ! In 
proportion as churches have multiplied Sunday services 
those churches have been weakened. In proportion as 
churches have magnified their teaching function equally 
with their preaching function, they have been blessed, 
have advanced and waxed strong. There is a limit to 
human strength; people are worn out by incessant de- 
mands upon it. We need to conserve and concentrate 
both time and strength, that we may make the utmost 
possible out of them. 

Rev. Robert F. Coyle, D.D., Moderator of the recent 
General Assembly of the Presbyterian Church, 1 has said : 
"This modern tendency to multiply Sunday services is 
weakening the Church. I remember the wail that the 
abolition of the Sunday afternoon preaching services was 
a-slipping back. The truth is that it was an advance. 
Many earnest people are worn out on Sundays by inces- 
sant demands upon their time. What is needed at the 
moment is an improvement in quality of Sunday work, 
especially of meetings, and a decrease in the quantity of 
them. I think a great improvement could be had by such 
\At Los Angeles, Cal., May, 1903. 
367 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

an arrangement of time as this : In the morning at eleven 
o'clock have a preaching service, into which the pastor 
puts his very best spirit. Expect everybody to be present. 
In the afternoon have a Bible-school, probably at three 
o'clock. Have for leader of it the best man who can be 
found, either volunteer or for hire. He may or may not 
be the pastor, preferably not. People know far too little 
of the Bible. They should be shown how to go to the 
book for strength to meet daily trials. In the evening, if 
anything be had at all, let the young people come to the 
front. The Church is more and more using 'young- 
people' effort. Give it Sunday evening. Let there be a 
practice school for what has been learned from the pas- 
tor in the morning and from the Bible in the afternoon. 
People already know more than they put into effect. It 
is not more preaching they need, but more practice." 1 

Similar words have come to me personally from some 
of the most eminent and experienced preachers and edu- 
cators of our country. In speaking of the plan of one 
preaching and one teaching service, their words have 
been such as these: "It is essential and indispensable. 
The Sunday-school will never be what it should be; it 
cannot be what it should be, unless one preaching ser- 
vice is given up in its favor. It has been my judgment 
for many years that no reform is so urgently needed as 
this." Another writes : "It has long been a pet idea of 
mine, one preaching service and one teaching service. . . . 
The general adoption of such a plan is only a matter of 
time." Such is the growing conviction, only waiting to 
be crystallized into concerted action. 

The urgency of this plea is further seen in that Chris- 
tian workers represent a mere fraction of the member- 
ship of churches. This is explained, we believe, by two 
reasons — and here we touch the nerve of the flagging 

x The Church Economist, December, 1901, pp. 399, 400. 

368 



LESS PREACHING AND MORE TEACHING 

church. The first reason is that a large portion of the 
church membership have no time other than Sabbath for 
such work ; and the second reason is that they were not so 
taught in youth of church and religious obligations as to 
continue to feel their commanding claims. Now, with one 
preaching service, people would have time for personal 
work and study. But would such results follow ? Large 
results have been realized already through progressive 
Bible-schools. With more favorable conditions, is it not 
reasonable to believe that yet larger numbers would be 
enlisted in Bible-study and personal work? We know 
the proverb about the difficulty of teaching a certain 
animal new ways. Our thought in large part must be for 
the church of to-morrow ! We must look to the children, 
as did Jesus, for the church of the future ; we must look 
ahead, as did the Jesuits and others when they sought to 
arrest the Protestant Reformation through training, and 
thus securing, the coming generations. Stern facts are 
before us. Unless we are faithful to the children and 
train them into Bible Christians, our churches will be 
swept, as were the synagogues of Palestine, from the 
sight of man. But the Christian nurture of youth is a 
work that makes large demands upon the time, the labor, 
the strength, the patience, the wisdom, the study, the 
thought, the plan, and the powers of the Church — of both 
ministers and people. How the scope of Bible-school 
work broadens ! It is vastly more than to impart knowl- 
edge; it is also for the creation and formation of holy 
character, to bring lives into living union with the Christ 
of God. With all this upon the heart and mind of the 
Church, our task appears in its magnitude ! and, also, be 
it said, in the infinitude of its glorious and divine possi- 
bilities ! Can we meet these sacred obligations and oppor- 
tunities and yet retain the second preaching service? 
Our plea, therefore, is not for less of the Gospel, but 

369 



MODERN METHODS IN SUNDAY-SCHOOL WORK 

for more of it ; for a more sane, scientific and Biblical way 
of presenting it, that we may save and hold our youth, 
and all for Christ — not lose them to themselves, to the 
Church, and to God. 

If one ask, ''What would you put in the place of the 
second preaching service?" we would say, this problem 
will solve itself. We have seen that doing away with that 
service conserves home life, family prayer, personal work, 
Bible-study, and in all ways the interests of the pastor, 
the people and the work. We question the wisdom of 
putting any service in the place of it, but a young people's 
or church prayer-meeting might serve in some instances 
a local need. 

Even where there is a plural pastorate, we would yet 
urge one preaching service and one teaching service. 
Let larger time and energy be put into this latter service 
— it has suffered for the want of it long enough — and 
results will be commensurate. If any cannot come to the 
usual preaching service by reason of employment or 
family adjustments, invite them to the Bible-school. 
They will find Jesus at the feast, and precious to their 
souls. 



370 



INDEX 



Aird, Mr. Henry, 288. 

Ailing Class, 78. 

American Institute of Sacred Lit- 
erature, 6, 66, 304. 

Andem, Mr. W. K., 288. 

Ashland Avenue Baptist Bible- 
school, Toledo, 0., 250, 289. 

Ayer, Mr. F. W., 153. 

Baptist Temple Bible-school, Brook- 
lyn, N. Y., 50, 51, 98, 108, 126, 
172, 188, 196, 218, 266, 269. 

Baraca Bible Class, 76, 77; Baraca 
Bible Class, Baptist Temple, 
Brooklyn, N. Y., 68, 76. 

Barker, Miss Grace, 126. 

Beecher, Rev. Willis J., D.D., 67. 

Belleville Congregational Church, 
Newburyport, Mass., 207. 

Bethany Sunday-school, Philadel- 
phia, Pa., 104, 130, 156, 178, 199, 
201, 327-328. 

Bethel Presbyterian Sunday-school, 
East Orange, N. J., 197, 220, 
239, 241, 338. 

Bethlehem Sunday-school, Ann Ar- 
bor, Mich., 61, 62, 239. 

Bible Study Publishing Company, 
66. 

Birthday Chart, 215. 

Birthday box, 53. 

Bostwick, Mr. H. E., 315. 

Brick Church Sunday-school, Roch- 
ester, N. Y., 173, 175, 197. 

Brownell Street Baptist Sunday- 
school, Fall River, Mass., 134, 
210. 

Burton and Matthews, 46, 91. 

Calvary Baptist Sunday-school, Erie, 
Pa., 167. 



Calvary Baptist Sunday-school, 
Washington, D. C, 7, 133, 171, 
269, 281, 292, 339. 

Campbell, Rev. Frederick, Sc.D., 
183, 186, 188, 190. 

Card, announcement: New Year, 
202; Independence Day, 204; 
birthday, 132. Absentees, 73, 
159; catalogue, 176; Cradle Roll, 
51; Decision Day, 249; dismissal, 
161; enrolment, 49; Go-to- 
Church Band, 189; greeting, 50; 
Home Department: application, 
265; Bible mark, 266; record, 
267. House-to-house visitation, 
175; invitation: programme, 74; 
to members of the school, 63, 
328; to be used by members, 177; 
to scholars for special service, 
194, 195; to strangers for special 
service, 196; for Parents' Day, 
198; used in contest, 167. In- 
troduction, 175; library, 229; 
Missionary Company, 236; "nom- 
inating cards," 169; recogni- 
tion of special offering, 218; rec- 
ord: individual, 144; absent, for 
attendance at some school, 132, 
133; for study of lessons, 124, 
125; bringing new scholars, 169. 
Reminders, 339; teachers', 280, 
281; pledge, 275; private class 
card, 279; suggestive of review 
methods, 291; invitation to annual 
banquet, 292; substitute teachers', 
297. 

Central Church, Fall River, Mass., 
95- 

Central Christian Church, Lexing- 
ton, Ky., 87, 187, 209, 287. 



371 



INDEX 



Central Congregational Sunday- 
school, Fall River, Mass., 97, 334. 
Central Methodist Episcopal Sun- 
day-school, Brockton, Mass., 170. 

Central Methodist Episcopal Church, 
Galveston, Texas, 92. 

Central Presbyterian Sunday-school, 
Auburn, N. Y., 67, 350. 

Central Presbyterian Church, Roch- 
ester, N. Y., 78. 

Certificate, Bible reading, 108; Bib- 
lical scholarship, 115; Cradle Roll, 
47; enrolment, 26; faithful 
study, 84, no; honor, 136; mem- 
bership, 181; memorizing, no; 
missionary stock, 235; parents', 
129; punctual attendance, 149; 
promotion, 44, 89; quarterly, 87; 
regular attendance, 149; secre- 
tary's, 151-152; studies covered, 
40; securing new scholars. 163, 
164, 165, 168. 

Christ Church, Norwich, Conn., 
255- 

Christ Congregational Church, New 
York, 7, 139, 169, 272, 311. 

Church of the Covenant, Chicago, 
111., 191. 

Church of the Strangers, New York, 
120. 

Church of the Messiah, Brooklyn, 
N. Y., 24, 30, 123, 124, 240. 

Church of the Holy Trinity, Phila- 
delphia, Pa., 349. 

Christian League, 218. 

Classon Avenue Sunday-school, 
Brooklyn, N. Y., 113, 114, 117, 
122, 124, 152, 167, 192, 238, 374, 
3i5- 

Clark, Rev. Francis E., D.D., 253. 

Collingwood Avenue Presbyterian 
Sunday-school, Toledo, O., 76, 
245, 334- 

Comstock, Mr. Anthony, 21, 221, 
222. 

Coneybear, Mrs. Elizabeth, 80. 

Congregational Sunday-school, Brat- 
tleboro, Vt., 92, 215, 220, 225. 

"Convention for Religious Educa- 
tion," Chicago, 111., 5, 25. 

Cortland Presbyterian Church, Cort- 
land, N. Y., 287. 



Coyle, Rev. Robert F., D.D., 367- 
368. 

Covenant Congregational Church 
School, Chicago, 111., 144, 168. 

Crescent Avenue Presbyterian Sun- 
day-school, Plainfield, N. J., 56, 
132. 

Cressy, Mrs. F. G., 52. 

Dearborn, Mr. C. S., 158, 246. 

Denman, Rev. William, D.D., 75, 
120, 129, 255, 309. 

Dickey, Mr. George A., 207. 

Diploma, Bible reading, 109; grad- 
uating, 28, 30, 41, 88; Roll of 
Honor, 137; Robert Raikes, 82, 
83. 

Doty, Mr. James C, Jr., 294. 

Duncan, W. A., Ph.D., 261, 262. 



Eastman, Rev. S. E., 336, 349. 

Eberhart and Son, 137, 139. 

Emmanuel Church, Newport, R. I., 
255- 

Evangelistic committee of the Gen- 
eral Assembly of the Presbyterian 
Church, 250. 

Examinations, graded, 43; compul- 
sory quarterly, 49; varied meth- 
ods of, 120, 121, 122. 

Falks, Mr. Homer, 221. 

Fell, Rev. Horace R., B.D., 24. 

Ferris, Mr. Frank A., 210. 

First Baptist Sunday-school, Ashe- 
ville, N. C, 8, 97, 175, 237. 

First Baptist Sunday-school, Plain- 
field, N. J., 40, 62, 89, 109. 

First Baptist Sunday-school, Chel- 
sea, Mass., 43. 

First Baptist Bible-school, Haverhill, 
Mass., 89. 

First Baptist Sunday-school, Indi- 
anapolis, Ind., 89, 157, 180, 220, 
243, 246. 

First Baptist Sunday-school, Deca- 
tur, 111., 94, 105. 

First Baptist Sunday-school, James- 
town, N. Y., 94, 166, 188. 

First Baptist Sunday-school, Phila- 
delphia, Pa., 105. 



372 



INDEX 



First Baptist Sunday-school, 

Youngstown, O., 146. 

First Baptist Sunday-school, Con- 
cord, N. H., 176, 196. 

First Baptist Sunday-school, Wa- 
terloo, la., 194, 203, 211, 215. 

First Baptist Bible-school, Ann 
Arbor, Mich., 243. 

First Baptist Church, Lynn, Mass., 
348, 35i. 

First Congregational Sunday-school, 
Burlington, Vt., 67, 123, 125, 204. 

First Congregational Sunday-school, 
Colorado Springs, Col., 93. 

First Methodist Episcopal Sunday- 
school, Topeka, Kan., 50, 152. 

First Methodist Episcopal Sunday- 
school, Decatur, 111., 93, 106, 240, 
241. 

First Methodist Sunday-school, Au- 
rora, 111., 97. 

First Methodist Sunday-school, 
Boise, Idaho, 154. 

First Methodist Episcopal Sunday- 
school, Philadelphia, Pa., 117. 

First Presbyterian Sunday-school, 
Newport, R. I., 7, 122, 134, 157, 
186, 351. 

First Presbyterian Bible-school, 
Grand Rapids, Mich., 26, 277. 

First Presbyterian Sunday-school, 
Allentown, Pa., 60, 97, 105, 228. 

First Presbyterian Sunday-school, 
Salt Lake City, Utah, 96, 122, 
298. 

First Presbyterian Sunday-school, 
Williamsport, Pa., 220. 

First Presbyterian School, Decatur, 
111., 288. 

First Presbyterian Sunday-school, 
Springfield, O., 333. 

First Presbyterian Sunday-school, 
Johnstown, Pa., 108, 169. 

First Presbyterian Sunday-school, 
Wilkesbarre, Pa., no, 297. 

First Presbyterian Sunday-school, 
Poughkeepsie, N. Y., in, 163. 

First Presbyterian Sunday-school, 
Peoria, 111., 123, 268, 351. 

First Westminster Presbyterian 
School, Keokuk, la., 141, 308. 

Flatbush Congregational Sunday- 
School, Brooklyn, N. Y., 294. 



Fourteenth Street Presbyterian 

Church, New York, 210. 
Fuller, Mr. Thomas, 10. 
Fulton, Mr. W. J., 308. 

Glens Falls Baptist Sunday-school, 
Glens Falls, N. Y., 97, 290, 350. 

Government Street Methodist 

Episcopal Church, South Mobile, 
Ala., 270. 

Grace Methodist Episcopal Church, 
Buffalo, N. Y., 188. 

Grant, Mr. W. Henry, 232. 

Greene Memorial Methodist Episco- 
pal Sunday-school, Roanoke, Va., 
240, 267. 

Hall, Rev. Dr. Robert, 360. 

Hammond Street Congregational 
Sunday-school, Bangor, Me., 97. 

Hand, Dr. George F., 243. 

Honor Roll, attendance, 134; at- 
tendance, offering and church 
attendance, 146; for post-grad- 
uate course, 137, 138, 139; in 
adult classes, 72; printing of in 
church paper, etc., 147-148; star 
classes, 134, 135; star chart, for 
attendance and offering, 147; spe- 
cial for "Hot Weather Spartans," 
150; system of badges, etc., 139, 
140; system of marking, 81. 

Hope Congregational Sunday-school, 
Springfield, Mass., 39. 

Hudson, Miss May, 80. 

Hudson, Mr. M. A., 76. 

Hyde Park Baptist Church, Chicago, 
HI-. 52, 337- 

International Committee of Y. M. 
C. A., 68. 

International Sunday-school Asso- 
ciation in Denver, 5; executive 
committee at Winona Lake, 6; 
executive committee at Philadel- 
phia, 262; seventh convention of, 
262. 

James Lees Memorial Presbyterian 
Sunday-school, Louisville, Ky., 
82, 131, 170, 234, 265. 

Jefferson, Rev. Charles E., D.D., 
253, 356. 



373 



INDEX 



Jefferson Avenue Methodist Episco- 
pal School, Saginaw, Mich., 141. 
Jesuits, on the training of children, 

17- 

Johnson, Dr. Herrick, 184. 
Johnson, Rev. Tillman B., 348. 
Joy, Mr. J. R., 231. 
Judson Memorial Sunday-school, 
New York, 158. 

Kane, Mr. Thomas, 218, 219. 

Keedy, Rev. John L., 259. 

Kirk Street Congregational Sunday- 
school, Lowell, Mass., 171. 

Knox, Hon. Charles H., 68, 70, 71. 

Knox Memorial Reformed Church, 
New York, 68. 

Lamson, Mr. John D. R., 289. 

Leonard, Mr. Edgar C, 319. 

Letters, birthday, 131, 311; class, 
72; invitation, 174, 201, 292, 293; 
to absentees, 158; to Home De- 
partment visitors, 269; to mem- 
bers of Home Department, 270; 
to notify teachers of election, 
275, 276; to parents, 103, 104, 
128, 129, 130, 131; to teachers, 
245, 246, 250, 251. 

Mahon, Lord, 13. 

Market Square Progressive Associa 

tion, ,Presbyterian Church, Ger 

mantown, Pa., 73. 
McKinney, Rev. A. H., Ph.D., 300 

302. 
Methodist Episcopal Sunday-school 

Topeka, Kan., 254. 
Merrimac Street Baptist Sunday 

school, Manchester, N. H., 77. 
Modern Methods Sunday-school 

Class Book, 336-337. 
Montgomery, Mr. J. H., 102, 243. 
Moody, Mr. Dwight L., 2, 3, 4. 
Morgan, Rev. G. Campbell, 18. 
Murray, Mr. W. D., 56, 132. 

Nason, George Frank, 362. 

New York Society for the Suppres- 
sion of Vice, 21. 

North Church Bible-school, Cleve- 
land, O., 344. 



North Avenue Baptist Sunday- 
school, Cambridge, Mass., 93, 96, 
144, 201, 202, 205, 228, 264, 265, 
297, 298, 314. 

North Baptist Sunday-school, Cam- 
den, N. J., 93, 100, 143, 153, 164, 
175, 177, 194, 204, 205, 216. 

North Congregational Sunday- 
school, St. Johnsbury, Vt., 191. 

Nostrand Avenue Methodist Episco- 
pal Sunday-school, Brooklyn, 
N. Y., 141, 237, 239, 313. 

Olivet Memorial Sunday-school, 
New York, 44, 75, 86, 119, 127, 
128, 129, 130, 155, 209, 254, 280, 
309- 

Paltsits, Mr. Victor Hugo, 272, 311, 
312. 

Palmer, Rev. Charles Lott, 226. 

Park Avenue Baptist Sunday-school, 
Plainfield, N. J., 143, 149, 150. 

Park Church Sunday-school, Elmira, 
N. Y., 40, 84, 92, 95, 105, 109, 
130, 132, 230, 333, 336, 349. 

Parker, Rev. Dr., 359. 

Patton, Rev. C. H., D.D., 253. 

Philathea Class, 79. 

Pike, Mr. H. H., 71, 253, 274. 

Plymouth Congregational Sunday- 
school, Toledo, O., 82, 121. 

Poplar Street Presbyterian Sunday- 
school, Cincinnati, O., 166, 243. 

Porter, Rev. Emery H., D.D., 255, 
259- 

Presbyterian General Assembly, 5. 

Princeton Presbyterian Sunday- 
school, Philadelphia, Pa., 111. 

Profile Record for attendance and 
offering, 141, 212, 213. 

Prospect Street Presbyterian Sun- 
day-school, Trenton, N. J., 141, 
157, 170, 179, 245. 

Proudfit, on the decline of cate- 
chetical instruction, etc., 12. 

Raikes, Robert, 13; diploma, 82, 83. 
Rayne Memorial Sunday-school, 

New Orleans, La., 95, 171, 290, 

3i4- 
Read, Mr. J. Clarence, 136. 



374 



INDEX 



Reports, class librarian, 152; to 
scholars', quarterly, 61; to par- 
ents', 131; secretary's, 210, 335; 
special in regard to church status 
of pupils, 192; superintendent's 
to teachers, 158; teachers': week- 
ly, 154, 155; monthly, 156, 157; 
quarterly, 281, 282. 

Rhode Island Sunday-school Asso- 
ciation, 175. 

Rollstone Congregational Church, 
Fitchburg, Mass., 295, 333. 

Rowland, Rev. Alfred, 186. 

Ruggles Street Baptist Sunday- 
school, Boston, Mass., 40, 41, 50, 
96, 127, 150, 226, 228, 234, 237, 
278, 288, 310. 

St. Andrew's Presbyterian Bible- 
school, Wilmington, N. C, 141. 

St. George's Sunday-school, New 
York, 71, 253, 274. 

St. John's Episcopal Sunday-school, 
Cohoes, N. Y., 225, 350. 

St. Paul's Methodist Episcopal Sun- 
day-school, Lowell, Mass., 96, 212, 
215, 216. 

Schurer, on purposes of Sabbath as- 
semblages in the synagogue, etc., 
11. 

Seal chart, 144-146. 

Sears, Mr. Seth, 146, 314. 

Second Baptist Sunday-school, Hol- 
yoke, Mass., 44, 87, 147, 212. 

Second Collegiate Church, Harlem, 
N. Y., 96, 210. 

Second Presbyterian Sunday-school, 
Dubuque, la., 91, 115, 236. 

Second Presbyterian School, Colum- 
bia, S. C, 141. 

Shaftesbury, Lord, 20. 

Sheldon, Rev. Charles M., 364. 

Sill, Rev. Frederick S., 350. 

Silliman Memorial Presbyterian 
Sunday-school, Cohoes, N. Y., 
225, 278, 307. 

Simpson Methodist Episcopal Sun- 
day-school, Brooklyn, 299, 300, 
335- 

Sixth Presbyterian Church, Chicago, 
111., 103, 104, 163. 

Smith, John B., 112, 113, 120. 



Spencer, Rev. I. J., 187. 

Spring Street Presbyterian Church, 
New York, 206. 

State Street Presbyterian Sunday- 
school, Albany, N. Y., 220, 329. 

Stebbins, Mrs. Flora V., 264. 

Stauffer, Rev. Byron H., 188. 

Southerton, Rev. W. I., 126. 

Sunday-school commissions of Dio- 
ceses of Protestant Episcopal 
Church, 5. 

The Church Economist, 191. 
The Religious Education Associa- 
tion, 324. 
Third Presbyterian Sunday-school, 

Chicago, 111., 78. 
Thomas, Mr. F. J., 152, 242. 
Tomkins, Rev. Floyd W., D.D., 349 
Trinity Evangelical Lutheran Sun 

day-school, Lancaster, Pa., 132. 
Trinity Evangelical Sunday-school 

Allentown, Pa., 98. 
Trinity Methodist Episcopal Sun 

day-school, Denver, Col., 96, 296 

308. 
Trinity Reformed Church, Canton 

O., 170, 254, 288. 
Trinity Sunday-school, Denver, Col. 

75- 
Trinity Sunday-school, Newport 

R. L, 39, 43. 88, 329. 
Trinity Presbyterian Sunday-school 

San Francisco, Cal., 92, 188, 315 
Trumbull, on Bible-schools, etc., 11 

13- 
Trumbull, Charles Gallaudet, 112. 

United Church, New Haven, Conn., 
116, 151, 165, 180, 282. 

Vincent, Bishop John H., D.D., 261, 

348- 
Van Dyke, Rev. Henry, D.D., 

LL.D., 356. 

Walkley, Miss Frances S., 117. 

Walnut Street Presbyterian Sunday- 
school, Philadelphia, Pa., 99, 112, 
148, 168, 169, 200, 244, 245, 297, 
335- 

Washington Street Congregational 
School, Toledo, G\, 197, 199, 337. 



375 



INDEX 



Watson, Dr. John, 355. 

West End Presbyterian School, New 
York, 291. 

Westminster Presbyterian Sunday- 
school, Brooklyn, N. Y., 190. 

Westminster Presbyterian Sunday- 
school, Grand Rapids, Mich., 81, 
234, 240. 



West Presbyterian Sunday-school, 

Binghamton, N. Y., 243. 
Willard, Dr. James Polk, 296, 308. 
Williams, Rev. R. R., 114. 
Willoughby Avenue Congregational 

Sunday-school, Brooklyn, N. Y., 

84. 
Wilson, Mr. Willard B., 249. 



THE END 



376 



BY THE SAME AUTHOR: 

MODERN METHODS IN CHURCH WORK 

The Gospel Renaissance 

i2mo. Cloth, $1.50 



OPINIONS 

Rev. Frederick Campbell says: "An extraordinary book, calculated to do 
untold good. 1 ' 

Rev. W. M. Paden, D.D., says : " It seems to me, beyond all question, the best 
up-to-date statement of modern methods which we have." 

Rev. G. James Jones, Ph.D., says: "I do not put it too strongly when I say 
that it is the most useful and most helpful book that has come to my notice in many 
years ; it will do an immense amount of good." 

Rev. Henry H. Stebbins, D.D., says: "I shall keep it at my right hand, and 
shall doubtless refer to it frequently. I hope it will have an extensive circulation, as 
it certainly deserves it." 

Rev. W. H. Fishburn, D.D., says : " My largest regret is that I could not have 
had this very book a dozen years ago when I began to preach. I want the book 
brought to the notice of the theological seminaries." 

Rev. Archibald Hadden says : " It is timely, philosophical and sufficiently 
cyclopedic to make it a hand and reference book on the subject." 

Rev. Arthur Leonard Wadsworth says : " It gives in moderate space a vast 
amount of useful information." 

Rev. Charles S. Mills says : " The book is a mine of information." 

Rev. J. R. Miller, D.D., says : "This book, coming at a time when the Institu- 
tional church movement is so much in evidence, will prove valuable beyond expression." 

Rev. F. B. Meyer, B.A. (Christ's Church. London), says: "This is a live book, 
replete with interesting facts and hints. Some of the suggestions tempt me to further 
experiments and efforts in evangelistic and parochial work. I feel greatly indebted to 
Dr. Mead, for having collected so many details of successful church work and for 
collating and commenting on them with such skill. Let us always be on the alert to 
adapt our methods to the needs of our times, though we need never alter or modify 
our gospel. The author is in sympathy with the deepest religious convictions ; and 
all is subordinated to the Spirit of God working through a godly church." 



OPINIONS OF THE PRESS 

The Outlook — " Its cardinal merit is that, while it sets forth what ought to be, it 
describes what has actually begun to be. We should be glad to see it circulated in a 
million copies." 

Methodist Review — " No minister who cares to win men or who wishes to know 
what the church of to-day is doing can afford to be without this book." 

Lutheran Observer — " The work is of great interest in view of its comprehensive- 
ness, and the great amount of information which it gives on the highly important 
subject of which it treats." 

The Church Economist — 'The secret of the phenomenal popularity of this book 
is not far to seek. The book deals with the problems which a vast number of earnest 
souls are studying, and deals with them in a practical and helpful way. Instead of 
dissertations and exhortations, we have facts and suggestions." 

The Churchman — " Every rector who feels dissatisfied with the result of his 
work should read this book. We feel sure that from it he can get some suggestion 
which will help him." 

The Brooklyn Eagle — "Apart from its value to those interested in the various 
departments of church work, it is a valuable contribution to sociology inasmuch as it 
defines the exact position of those who may be considered as representing the church 
of the last years of the century." 

The^ Evangelist — " The book that he has given us is a veritable treasure-house of 
facts, with a record of inspiring results. Few ministers that know of it will feel that 
they can do without it. The call to-day is loud for practical methods, and this 
volume fits the maxim on its title-page, 'The contribution that this age is to make to 
Christian thought is that Practical Christianity is Christianity.' " 



NOV 2 1903 



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